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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.

Purpose: The present research was conducted with the aim of expressing the challenges of transformational leaders in schools.Method: The approach of the current research is qualitative and the strategy used is narrative research.The researched population was all school principals of Kermanshah city.Sampling was purposeful and 13 people were studied until reaching theoretical saturation. Data collection was semi-structured interview and document review. Validation in the present research was examined and confirmed based on the process of verifiability, transferability, believability and reliability.Findings: The analysis showed that the challenges of transformational leaders in schools include different aspects. The participants reflected the challenges in the form of challenges of different definitions and perceptions, the need for capabilities and competences, and finally structural challenges, and these results were drawn in three graphs. Challenges related to the definition and characteristics include the following: common goals, planning, creating a professional work team, creating change and transformation and inspiring employees. In the challenges related to the necessary competencies of transformational leaders, we also found five main categories including: scientific support, emotional support, clear and two-way communication, organizational foresight, creating a creative and dynamic environment.In the structural challenges faced by transformational leaders, we also found four categories including: organizational issues, individual issues, socio-cultural issues and lack of resources and facilities.

This article presents a theory using an interpretive approach to explore the role of counseling and psychological services in empowering women in management and leadership positions at universities. The study systematically examines this role through data collected from 22 participants, including students, staff, professors, and female university managers, from Kurdistan University in Sanandaj and Salah al-Din University in Erbil. Participants were purposefully selected, and data was gathered via semi-structured interviews. Analysis involved a novel method and continuous comparative analysis through three-stage theoretical coding. This process identified 300 open codes, 35 central codes, and seven selective codes: mental ability, economic ability, political ability, social ability, group ability, physical ability, and academic ability. The findings revealed that empowerment is a process rather than a product. For counseling and psychological service programs to be effective, all individuals involved in the empowerment process must have a clear understanding of its requirements and methods. Ultimately, the success of these efforts is likely determined by the women themselves. While empowerment is crucial within universities, creating a positive organizational atmosphere and a supportive culture that fosters spontaneous empowerment among female students, employees, and managers is equally important. Moreover, establishing empowerment initiatives strengthens the move towards university independence and reinforces the perception of higher education institutions as unique entities with distinct cultures. The study also highlights the importance of context and situational factors in implementing empowerment, emphasizing the need to avoid applying models that do not align with cultural contexts. Finally, university administrators must be personally committed to empowering women in management and leadership roles before any efforts can be successful.

Objectives: The present study aimed to investigate the relationship between active work behaviors, transformational leadership style, and work engagement of vocational school teachers with the mediating role of innovation culture using Structural Equation Modeling(SEM). Methods & Materials: This research is applied and correlational. The study population consisted of teachers of vocational school in Urmia city during the academic year 2021-2022, totaling 309 individuals. A sample of 200 teachers was selected using stratified random sampling and Cochran's formula. The data were collected using the Zopiatis et al. work engagement questionnaire (2014), Tornau and Ferse's active work behaviors scale (2013), Bass and Avolio's transformational leadership style scale (1995) and Dobni's innovation culture scale (2008). The validity and reliability of the instruments were confirmed. Structural equation modeling (SEM) was used to analyze the data using SPSS and AMOS24 software. Results: In this study, a model of relevant variables affecting work engagement was examined. The findings showed that innovation culture and active job behaviors have a direct, positive, and significant effect on work engagement. The direct effect of active job behaviors, transformational leadership style on innovation culture is positive and significant. Moreover, the mediating roles of innovation culture on work engagement were confirmed. Active job behaviors, transformational leadership style, affect work engagement through the mediating variable of positive and meaningful innovation culture. Conclusions:The findings highlighted the importance and role of active job behaviors and transformational leadership style in increasing work engagement of vocational school’s teachers  through innovation culture