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The present study examines the role of educational leaders in school changes: an analysis of approaches from the perspective of school principals and teachers. The research approach is qualitative and employs interpretative phenomenology. Data were collected using semi-structured interviews. The research sample includes 14 principals and teachers from schools in Kermanshah province, selected through maximum variation sampling (examining cases where the phenomena of interest have a strong presence). Data analysis was conducted using the critical incident technique. To determine the validity of the research, three methods were used: credibility, transferability, and confirmability. The research findings revealed seven key categories as effective approaches of educational leaders in schools for facilitating changes, which are: peer coaching approach, reflective/intellectual leadership approach, motivational mechanism approach, supportive/clinical approach, democratic leadership approach, communication-centered and trust-based approach, and the multidimensional perspective of leaders in assessment and judgment. Additionally, five key categories were identified as ineffective approaches of educational leaders in schools, which are: limited vision of leaders, weakness in the culture of specialization, lack of an integrative/unifying perspective from leaders, the inherently weak relationship between educational leaders and teachers, and an overemphasis on inspection. Therefore, it can be concluded that despite the importance of educational leaders in schools, the specialized nature of this role has been neglected by education policymakers, which can ultimately lead to a decline in students' academic performance in schools.

In recent years, the intensification of competition among schools—particularly in the non-governmental (private) sector—has significantly heightened the importance of educational marketing and the determinants influencing school selection by families. This growing emphasis underscores the strategic role of marketing practices within educational institutions. The present study aims to identify key indicators and attributes influencing school choice from the perspective of academic literature. This qualitative research employed a summative content analysis approach. The study population comprised ten peer-reviewed domestic and international scholarly articles published in the domains of educational marketing, school choice, and educational management, which were selected through purposive sampling. Data were collected through a systematic literature review and analyzed via qualitative content analysis involving coding, categorization, and abstraction. The findings revealed nine core components as the principal criteria considered by students and their parents in school selection: quality of education, infrastructure and facilities, temporal and spatial proximity to the school, financial costs, academic reputation, curriculum modernity, institutional credibility, developmental services, and positive feedback.

Professional learning networks (PLNs) are an emerging research area that requires further exploration. We need more information about the basic processes of teachers' learning in these networks. The present study aimed to identify and validate the dimensions and components of the professional learning network model of elementary school teachers in Tabriz. In this study, a mixed method (qualitative-quantitative) of sequential exploratory type was used. In the qualitative part of the research, the required data was collected using the meta-synthesis method, and in this regard, 35 articles were purposefully selected and included in the analysis. Also, the fuzzy Delphi method was used to confirm and screen the findings, and the final weight of the desired dimensions and components was obtained using the SWARA method. In the quantitative part, to examine the fit of the identified model, the research components were collected in a questionnaire and distributed among elementary school teachers in Tabriz using cluster and stratified sampling methods. The data in this section were analyzed using confirmatory factor analysis in SPSS26 and AMOS26 software. In total, 308 codes were extracted from the studied sources. These codes were included in 15 concepts and 3 main categories: individual, group, and organizational, and a model of teachers' professional learning networks was formed. The concepts of valuing people, the occurrence of change, and progress were introduced as the most important. The fit indices of the measurement model show that the identified dimensions and components had a good fit.

The purpose of this research was to determine the effect of school leadership on professional learning with the mediating role of collective efficiency and the moderating role of uncertainty avoidance among elementary school teachers in the 2nd district of Urmia city. This research, in terms of its practical purpose, in terms of the descriptive-correlational research method, is of the structural equation modeling type and falls within the scope of causal modeling research. The statistical population of the current research was all primary school teachers of district 2 of Urmia city, numbering 1285. The statistical sample size was 296 using Cochran's formula. The sampling method in this research is the cluster method and the data collection tool is the questionnaire. In this research, the data analysis was done in two parts, descriptive and inferential. The results of the research hypotheses test showed that school leadership on professional learning, school leadership on collective efficiency, collective efficiency on The professional learning of school leadership has a positive and significant effect on the professional learning of teachers through the mediation of collective efficiency. Finally, the moderating role of uncertainty avoidance in the relationship between school leadership and collective efficacy of teachers was confirmed.

Background and Purpose: Grounded in social cognitive theory and organizational behavior literature, this study examines the relationship between servant leadership and innovative work behavior, with an emphasis on the mediating roles of creative self-efficacy and affective commitment. While prior research has established links between leadership styles and innovation, limited attention has been paid to the psychological mechanisms through which servant leadership fosters innovation in educational settings. This study addresses this gap by proposing a model that integrates both intrapersonal and organizational factors. Methodology: A descriptive-correlational design was employed using structural equation modeling (SEM). The statistical population comprised all primary school teachers in Javanrood City during the 2024–2025 academic year, with 219 participants selected via convenience sampling. Data were collected using four standardized instruments: Allen and Meyer’s Affective Commitment Scale, Karwowski et al.’s Creative Self-Efficacy Scale, the Servant Leadership Questionnaire by Gholipour and Hazrati, and Janssen’s Innovative Work Behavior Questionnaire. Analyses were conducted using SPSS and AMOS software. Findings: The findings showed that the research model, which aimed to predict innovative work behavior based on servant leadership, with creative self-efficacy and affective commitment as mediators, was a good fit. Additionally, servant leadership significantly influenced innovative work behavior through both mediators (p < .01). Conclusion: The findings suggest that innovative behaviors are shaped not only by elements of servant leadership but also by intrapersonal factors such as creative self-efficacy and emotional commitment. Enhancing these behaviors, therefore, requires a dual focus on both organizational dynamics and individual psychological capacities.

This qualitative study examines the facilitators of organizational ambidexterity in schools. While the concept has been widely studied in corporate and higher education settings, its application to primary and secondary schools is limited. Using thematic analysis, this study examines why organizational ambidexterity is necessary in schools. Fifteen participants, including executive and academic experts, were purposively selected. Data were collected through semi-structured interviews, focusing on the causal conditions and necessities for organizational ambidexterity in schools. Transcripts were inductively coded using Braun and Clarke’s six-step thematic analysis framework. Four main themes emerged: (1) leadership orientation, highlighting the role of visionary and transformational leadership in fostering dual strategies. (2) structural and policy flexibility, emphasizing decentralized decision-making, adaptive resource allocation, and flexible scheduling. (3) cultural openness and psychological safety, where feedback, risk-taking, and empowerment supported exploratory behaviors. and (4) strategic alignment and communication enabled coherence through shared vision and stakeholder engagement. Findings suggest that ambivalence in schools is shaped not only by structural conditions but also by leadership sense, trust-based cultures, and relationship dynamics. This study contributes to the educational leadership literature by providing a nuanced framework for fostering ambivalence capacity in complex school environments.

Rural education plays a vital role in community development but faces challenges such as a lack of facilities and resources, as well as lack of qualified staff and training policies. This study explores the challenges and potential solutions facing rural schools, with a focus on Iran and a comparison with international experiences. Due to limited data on Iranian rural schools, we used a Multi- qualitative research approach. First, to collect relevant global research insights we reviewed articles on the challenges of rural schools around the world. Second, Due to the lack of sufficient published data on the challenges of rural schools in Iran, a qualitative research design was developed. Data gathered from foreign articles were used to formulate semi-structured interview questions for teachers in Kurdistan province rural schools. Interviews were conducted with 14 experienced teachers, including seven men and seven women. The sampling criteria was purposeful and theoretical saturation was used for sample size. The challenges faced by rural schools and the solutions proposed by teachers were identified through the interviews and coding. The results highlight the difficulties faced by these schools, including inadequate resources and facilities, but also reveal benefits such as smaller classes and stronger teacher-student bonds. The study finds that while global research emphasizes the need for tailored, systemic approaches to address these challenges, local, flexible strategies can also be effective in improving rural education in Iran. By combining global insights with local knowledge, it's possible to revitalize rural schools and enhance student learning outcomes.

The present study aims to model the structural equations of digital educational leadership on teachers' organizational commitment, mediated by organizational dynamics. The research method is descriptive-correlational, and the analysis method is structural equation modeling. The study population consists of 906 elementary school teachers in Kermanshah during the academic year 2023-2024. The sample size was determined using Cochran's sampling formula and simple random sampling, resulting in 284 participants. A questionnaire was used for data collection.The findings indicate that digital educational leadership has a direct and significant effect on teachers' organizational commitment, with a path coefficient of 0.08 and a t-value of 0.89. However, this variable has a direct, positive, and significant effect on organizational dynamics, with a path coefficient of 0.58 and a t-value of 9.98. Additionally, organizational dynamics have a direct, positive, and significant effect on teachers' organizational commitment, with a path coefficient of 0.55 and a t-value of 5.62. Ultimately, digital educational leadership has an indirect, positive, and significant effect on teachers' organizational commitment through the mediation of organizational dynamics, with an indirect path coefficient of 0.84 and a t-value of 11.87 at the 0.05 significance level. Considering the research findings, the existence of digital leadership alone cannot directly increase teachers' organizational commitment. However, digital leadership creates positive changes and dynamics in the educational environment, providing a space that leads to increased motivation and commitment among teachers. In fact, digital leadership acts as a driving force that enhances dynamics, which in turn strengthens teachers' organizational commitment