درخت حوزه‌های تخصصی

The present study was conducted to investigate the effect of Knowledge-based Leadership on the innovative educational activities of first-secondary teachers in Durood City with the role of mediator in Making Schools Smart Plan. This study is applied in terms of purpose and descriptive-correlational in terms of data collection method and structural equation modeling. The statistical population includes all the teachers of secondary schools of Dorud City and 135 of them were selected as a sample by stratified random sampling method. Data collection was done with Donit and DePablo's (2015) Knowledge-based Leadership questionnaires, Saatchi, Kamkari, and Askarian's (2010) innovative educational activities questionnaire, and Smartening Schools scale Jafari Hajti's (2015). Average Variance Extracted, Cronbach's alpha coefficient, and composite reliability (CR) were used to measure the validity and reliability of the tools, and the results of all the indices confirmed that the questionnaires have a suitable and acceptable condition. The final analysis of the data using SPSS software and Smart PLS was done. According to the standard coefficients of the path, the direct effect of knowledge-based leadership on innovative educational activities is 0.532; The amount of indirect effect is 0.270 and its overall effect is equal to 0.802. Also, the smartness of schools directly explains innovative educational activities by 0.428 (42.8%). Knowledge-based leadership is one of the effective leadership styles to strengthen innovative activities in organizations especially in schools. Smartening schools by strengthening learning-teaching processes and creating an interactive environment can facilitate innovative educational activities.

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.