درخت حوزه‌های تخصصی

The present study aimed to determining the role of senior high schools in the preparation of students to transfer to university. By using an exploratory mixed method approach, we combined qualitative content analysis with descriptive quantitative method. In the qualitative part, the study population includes 9929 senior high school teachers of Tabriz and 891 professors of Tabriz University, and in the quantitative part, it includes 2013 students of Tabriz University in the academic year 2019-2020. The participants of the qualitative part are 16 people and the quantitative part is 325 people based on the Krejcie- Morgan, which was selected by simple random sampling. In order to collect data in the qualitative part, a semi-structured interview, and in the quantitative part, a researcher-made questionnaire based on the findings of the qualitative part was used. The reliability of the quantitative part by using the internal reliability of 0.93. For data analysis, colaizzi's method analysis was used in the qualitative part,and descriptive and inferential statistics tests (Friedman's ranking and sample TT) were used in the quantitative part. Based on qualitative findings, the role of senior high schools in preparing students for transfer to university included academic adaptation, environmental adaptation, individual-emotional adaptation, pre-transitional preparation, and organizational-managerial factors of educational system. The findings of the quantitative part from perspective of the first-year students, indicated status quo of organizational-managerial factors of educational system, pre-transitional preparation, and individual-emotional adaptation was unfavorable while factors of academic and environmental adaptation had moderate situation. According to the results of Friedman test, environmental adaptation was in the highest rank followed by academic adaptation, organizational-managerial factors of educational system, individual-emotional adaptation, and pre-transitional preparation in the next ranks. Combining quantitative and qualitative methods, in this study, caused different aspects of preparing students for transfer to university through senior high schools were identified, and finally, solutions for preparing students to university were presented.

Subsequently, teachers' perceptions of the concept of "Teaching to Transgress" in secondary schools were analyzed. The qualitative research approach and in particular the Phenomenographical strategy was used. The research field was secondary school teachers (government, normal, gifted, exemplary and non-selective) in Sanandaj city. Therefore, teachers of several secondary schools in the city were included as research participants. The sampling was done purposively. Finally, to achieve maximum diversity and to reach the category of theoretical data saturation with 16 teachers, the charter of semi-structured interviews and sending written questions to the teachers and their responses in the form of texts were continued. The method of data analysis was also carried out using the three-stage method of thematic analysis (open, central and selective).  The results of the study show that the components of transgression teaching in secondary schools are as follows engaging class, progressive teaching, teaching full of amazement, transformational education, valuing desire, enthusiasm in learning, changing the name and position of teachers, developing Students' sense of agency and creation with peers is learning. Also, the challenges teaching to Transgress included the violation of school arrangements, the academic decline of teachers and the school, and the deprivation of school management support. Finally, the consequences teaching to Transgress for schools include improving the status of knowledge based on new perspectives, revolution in educational culture, creating a diverse educational context, strengthening the relationship of teachers with marginalized and oppressed communities, the emergence of independent thinking and analysis, and evolution in evaluation and valuation.

To determine the effect of authentic leadership style on the performance of principals of schools, this research was conducted using   an exploratory mixed method. In the first phase that is, qualitative section, 13 experts of educational leadership were purposefully selected in Isfahan province and a semi-structured interview was conducted till theoretical saturation. Thematic analysis was used to analyze the data. The main categories of authentic leadership were identified in seven themes of awareness, honesty, trust, and accurate assessment, supporter, transformational and training. In the second phase, a 24-item questionnaire based on a five-point Likert scale was administered. The tools’ face and content validity were confirmed by experts. In total 120 questionnaires were completed and analyzed. The reliability of the questionnaire was confirmed by Cronbach's alpha of 0.82. In analyzing data structural equation method and exploratory factor analysis by PLS software were used and the effects of the observed variables on the existing variables were investigated. The findings reveal that; authentic leadership has a positive effect on the performance of school principals. Therefore, the results of the conceptual model were analyzed through the analysis of the path of authentic leadership and the performance of school principals.

Research aims to identify barriers and problems in educational strategies implementation in schools. The current study is qualitative with an interpretive phenomenological approach. For the interview, the participants were selected by the purposive sampling method. The criteria for participating in the interview were managers' willingness to express their opinions on the research subject. The sampling process ended when data saturation was reached during the interview. Paul Colaizzi's method was used for data analysis. First, analysis data collection was continued until saturation. Several vital sentences were extracted and formulated. Participants' opinions were kept, making data reliability and their ability to be verified possible. After analyzing the findings, school problems and barriers were categorized into four categories: financial and credit, human resources, system problems, and multiple tasks. Components: lack of per capita, wear and tear of buildings, equipment, a debt of energy carriers, lack of allocation of specialized teachers, new teachers, reduction of cooperation and assistance of parents, forced teaching of administrative staff, the unwillingness of students, lack of allocation of staff based on the organizational chart, The number of sites and their continuous changes, textbook registration system, pre-registration, the existence of various projects and ceremonies, repetitive and voluminous circulars, intervention of unrelated organizations and departments were among the most critical challenges of school management