School Administration (مدیریت مدرسه)

The quality of school leadership is one of the determining criteria in attracting teachers to schools and their decision to stay or leave the school. Therefore, the purpose of this study is to investigate the invitational leadership style in the public schools of Sanandaj city during the academic year of 2023 and to study the signs of invitational leadership in attracting teachers to schools. This study was implemented with a mixed-explanatory approach and data was collected from school teachers in two stages. In the first stage, a close-ended questionnaire adapted from Burns (2007) was implemented with the participation of 369 public school teachers in Sanandaj city. Based on the findings from the quantitative phase of the research, invitational school leaders were identified and qualitative data using the findings of the qualitative phase were collected. The data obtained from the results of the qualitative phase were collected using semi-structured interviews with 22 teachers. Data analysis was conducted by the three-step thematic analysis method of Attride-Stirling (2001) and MAXQDA 2020 software. Finally, eight global themes of teacher leadership, synergistic relationships, creating a family school, developing interpersonal relationships, helping teachers’ professional development, creating a supportive environment, improving strategies and creating an inviting school were identified as invitational leadership characteristics. The findings of this research, in addition to helping school principals in the attraction and retention of capable teachers, can help teachers achieve their capabilities and use them in line with the prosperity and growth of the school and apply creativity and innovation in teaching-learning process

In the era of technological developments and the significant growth of artificial intelligence technologies, educational systems are also forced to adapt to these changes. One of the most important components of quality in the educational system is the effectiveness of teachers' classroom management. The aim of this study was to study the role of artificial intelligence in the effectiveness of teachers' classroom management. This study was conducted using a qualitative-content analysis method. The research field included the information domain of artificial intelligence and the method of purposive sampling to the point of data saturation. A number of 38 units of conversation with artificial intelligence were selected for the study using a screening method (search keywords, meaningfulness of information, relevance of information, accuracy of information, quality of information). The method of collecting information was questioning from Chat GPT and Jasper. Data analysis was based on the classification of open concepts, main categories, and comprehensive concepts. To ensure the validity and validation of the data, the reliability, confirmability, and transferability methods were used. In general, the results showed that the role of artificial intelligence in the effectiveness of teachers' classroom management at five levels (cognitive, managerial, educational, motivational-psychological, and evaluation) is significant.

This study examined the structure of professional interaction networks among primary school teachers and their relationship to professional learning. Using social network analysis, we investigated 69 second-cycle primary school teachers in District 3 of Mashhad through a census approach. Data were collected using two instruments: the Teacher Interaction Network Analysis Questionnaire and the Teacher Professional Learning Questionnaire (Liu et al., 2016), and analyzed using ERGM and PLS approaches. Key findings revealed that teachers' network size significantly influences their positional capital within the network, which in turn directly affects their professional learning. While intra-school professional consultations showed a significant positive relationship with professional learning, inter-school consultations at the district level demonstrated no significant effect. ERGM analysis identified several critical factors shaping network ties: school homophily emerged as the strongest predictor, followed by out-degree based on educational qualifications, in-degree based on school role (teaching vs. administrative), and out-degree based on teaching experience. Notably, teachers with higher qualifications (Master's and PhD) and less experience were more active in seeking peer consultations, with administrative staff (principals and deputies) receiving the majority of these professional inquiries. These findings highlighted the localized nature of professional learning networks and suggest opportunities for strengthening inter-school collaboration to enhance teacher development.

This research aimed to investigate the factors contributing to dropout rates among students in physical education high schools in Kurdistan province. The study employed a qualitative approach, specifically utilizing the systematic data-based strategy developed by Strauss and Corbin. Sixteen male students were purposefully selected based on theoretical saturation. Data collection methods included semi-structured interviews, online media analysis, and document reviews. Following the extraction of perspectives from the qualitative interview texts, the content of these texts, along with online media and documents, was analyzed using a three-stage coding process: open, axial, and selective coding. Initially, 332 open codes were identified, which were subsequently refined to 234 primary codes and 20 axial codes by eliminating redundancies. To ensure the reliability and validity of the data, several strategies were implemented, including rigorous research stages, author characteristics, resource enrichment, data triangulation, and participant validation. The findings revealed that causal factors for dropout included internal demotivation, family financial difficulties, and peer pressure. Background factors consisted of an inappropriate family atmosphere, parental illiteracy, and discrepancies in societal literacy. Intervention factors contributing to dropout included parental coercion regarding education and inadequate school facilities and infrastructure. Proposed strategies to reduce dropout rates encompass support from school staff, attention to students facing challenges, and fostering teacher empathy. Ultimately, the consequences of student dropout include diminished social competencies and negative attitudes toward education.

This study was carried out to develop a framework for enhancing the cognitive abilities of elementary school principals. The grounded theory (GT) theory strategy was utilized. The participants consisted of university professors during the academic year 2023-2024. These individuals were selected through purposive sampling and were interviewed, ensuring that the process reached saturation with a total of 25 participants. There are five main components to improving the cognitive skills of elementary school principals, and there is a total of 22 key concepts. Cognitive Empowerment involves Mindfulness; Self-awareness; Self-improvement; Psychological improvement; Strengthening the social brain and self-development. Strengthening the cognitive competencies of school principals focuses on the Promotion of cognitive knowledge; improving cognitive competencies and improving cognitive skills. Implementing a Competency-oriented evaluation system involves establishing performance evaluation centers; Modifying and providing standard cognitive criteria; Objectifying and operationalizing the cognitive indicators of school principals. Providing Financial and non-financial Support for Principals includes Promotion of the rank of expert school principals; Merit-based payment system; Encouraging competent principals; Appropriate foundation for increasing cognitive competencies; Supportive environment &atmosphere and facilitating rules and regulations. Merit-based selection in recruiting and hiring involves the Appointment of competent ministers; Succession planning and recruiting and hiring expert and efficient principals.

This study aimed to investigate the effect of proactive personality on innovative work behavior and creativity of teachers through the mediation of intrinsic motivation and thriving at work. This study was correlation using descriptive methods and structural equation modeling for applied goals. In this regard, 250 people were selected from 711 senior high school teachers in Urmia City by stratified random sampling method and using Morgan Table. To collect data, the questionnaires, including Buck's proactive personality (2011), Scott and Bruce's innovative work behavior (1994), Tierney et al.'s work creativity (1999), Kern's thriving at work (2018), and Tierney et al.'s intrinsic motivation of employees (1999) were used. After confirming face and content validity, the construct validity of every questionnaire was calculated using confirmatory factor analysis and its concistency was calculated using Cronbach's Alpha. All variables had a Cronbach's alpha coefficient above 0.7. Data analysis was performed using SPSS and PLS3 software. The results of testing research hypotheses showed that the proactive personality had a positive effect on teachers' innovative work behavior and creativity and intrinsic motivation mediated this relationship. Also, teachers' work thriving as a result of these interactions increased creativity and innovation in the teaching process. Based on the findings, it was suggested that schools should strengthen teachers' proactive personality traits and intrinsic motivation by designing educational programs and workshops to develop creative skills. This will not only help improve the quality of teaching, but also can also lead to the creation of a dynamic and creative educational environment.

The autonomy of learners (AL) is a concept that is increasingly becoming popular in English Language Teaching (ELT). This study sought to explore the effects of in-service training on the perceptions and practices of Iranian EFL teachers in terms of learner autonomy. The use of mixed methods enabled the collection of both quantitative and qualitative data from the Learner Autonomy Questionnaire (LAQ) (Borg & Al-Busaidi, 2012) as well as classroom observations and semi-structured interviews. Twenty teachers from an Iranian EFL context enrolled in a 30-hour in-service training focusing on autonomy-supportive practices for EFL. The results of quantitative data analyzed through descriptive statistics and repeated-measures ANOVA showed significant differences on teachers’ perceptions (F = 93.57, p = .00, η2= .83) and practices (F = 237.52, p = .00, η2= .92). Thematic qualitative analysis of interviews showed that teachers’ beliefs with regard to learner autonomy became comprehensive and multi-faceted resulting in greater use of reflective practices, goal-setting, and collaborative problem solving. These findings corroborate existing literature, , while also emphasizing the need to incorporate practical training as a component in teacher development programs (TDP) in a bid to transform knowledge into practice within the classroom. These findings are relevant to curriculum development, teacher training, and future learner autonomy research in EFL contexts.

This study fills important gap in literature by examining how knowledge diplomacy can drive transformation in Iran’s education. Confronting outdated policies and rapidly shifting global benchmarks, in what ways can knowledge diplomacy be harnessed to promote lasting innovation and address the systemic obstacles facing Iranian schools? Drawing on a condensed Causal Layered Analysis framework, the research explores: surface-level patterns like policy changes and international partnerships, the economic and structural forces at work, dominant cultural narratives and ideologies, and deep metaphors that influence public and institutional mindsets. By streamlining methodological exposition, the paper remains sharply focused on practical implications for school leaders and policymakers. From this analysis, four future leadership scenarios emerge: An Alternative scenario marked by heightened global engagement; A Trend-Based scenario of slow progress amid cautious modernization; An Exploratory scenario prioritizing inward-looking reforms and curriculum design; A Back-casting scenario envisioning Iran as a hub of collaborative educational excellence. The findings demonstrate that embedding knowledge diplomacy strategically not only remedies current weaknesses in Iran’s schooling system but also lays down a solid foundation for far-reaching reforms that align domestic practice with international standards. The study concludes with targeted recommendations, urging educational leaders and policy architects to adopt proactive strategies, cultivate visionary leadership, and establish flexible policy frameworks. In doing so, Iran’s sector can become more innovative, responsive, and globally competitive. Beyond its immediate conclusions, this integrated analysis advances our understanding of how knowledge exchange and policy reform interact, offering a clear roadmap for sustained progress in today’s dynamic educational landscape.