۱.
The present study aimed to conduct a thematic analysis of the lived experiences of school principals at various educational levels regarding the impact of student behavior on their personality orientation. This research employed a qualitative approach with an interpretive phenomenological strategy. A purposeful and criterion-based sampling method was used to select individuals with the most relevant information and experiences related to the research topic, and the criterion for continuing the research was based on theoretical saturation. Data were collected through semi-structured interviews, and a total of 14 school principals from different educational levels in Susangerd were interviewed. The data were analyzed using a three-stage thematic content analysis method (open, axial, selective coding). The findings indicate that principals' interactions with students at different educational levels have varying impacts on their personal and professional orientation. Seven final categories (main categories) were extracted from the data analysis, which include: 1) Impact of Students' Age Maturity, 2) The Difference in Relationships in Academic Levels, 3) The Impact on Personality Dimensions, 4) Principals' Personal and Professional Development, 5) Job Satisfaction of Managers, 6) The Role of Internal and External Factors, and 7) Creativity of Elementary Managers. The research results demonstrate that principals' lived experiences of interacting with students influence their personality orientation. These effects vary across different educational levels (elementary, junior high, senior high) due to the developmental characteristics of students and the specific challenges of each level. This study can contribute to designing empowerment programs for principals, taking into account level-specific needs.
۲.
The present study aimed to design and validate a mindfulness model for school educational principals. To achieve this objective, an exploratory mixed-method approach was employed. The qualitative phase was based on grounded theory methodology. Participants included 18 experienced, specialized, and knowledgeable educational principals in the study topic, selected through theoretical purposive sampling. Data were collected via semi-structured interviews and analyzed using Strauss and Corbin's systematic approach (open, axial, and selective coding). Validation strategies included data and researcher triangulation, member checking by participants, and peer review of results. The paradigmatic model dimensions consisted of: Causal conditions (Pain and suffering, Demand, Study, Meditation, Interaction); Core phenomenon (Cultivating mindful educational principals); Contextual conditions (Educational system, Family institution, Attendance at spiritual gatherings, Attendance in nature); Intervening conditions (Educational and training system status, Welfare and economic status, Social and cultural status); Actions/interactions (Metacognitive awareness, Metacognitive skills); and Consequences (Spiritual growth and personal transformation, Improving the quality of personal and professional life). Based on these dimensions, the mindfulness model for educational principals was designed. In the quantitative phase, a questionnaire was developed based on qualitative findings and administered to 448 educational principals from seven educational districts in Razavi Khorasan Province. Collected data were analyzed descriptively, through exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM), confirming the validity of the overall model. The results can assist stakeholders and researchers in understanding mindfulness dimensions—particularly for educational principals—and provide a foundation for cultivating their development and equipping them with new competencies.
۳.
This study evaluated the effectiveness of the Shad virtual learning platform, a pivotal tool for distance education during the COVID-19 pandemic, from the perspectives of elementary school teachers and students in Kurdistan Province during the 2023 academic year. A descriptive-survey design was employed to investigate teachers' and students' viewpoints regarding six critical components of SHAD's effectiveness: content delivery, teacher-student interaction, student participation, assessment, monitoring, and feedback. The study population consisted of all elementary school teachers and students in Kurdistan Province. A multi-stage cluster sampling method was used to select a sample of 155 teachers and 235 students. Data were collected via two researcher-developed questionnaires, utilizing a five-point Likert scale, and analyzed using descriptive statistics, one-sample t-tests, and Mann-Whitney U tests in SPSS version 26. Expert opinions confirmed the content validity of the questionnaires, and Cronbach's alpha established reliability (0.81 for teachers and 0.87 for students). Findings indicated that both groups perceived SHAD as moderately effective in content delivery and feedback provision, while rating other components lower. Student mean scores were 3.41 for content delivery and 3.79 for feedback. Teacher mean scores were 3.11 for content delivery, 2.91 for interaction, and 3.78 for feedback. Significant differences (p < 0.05) were found between the two groups' views on content delivery, interaction, and monitoring. Feedback and student participation were considered most important, while monitoring, assessment, and direct interaction were deemed less significant. The study underscores the challenges SHAD faces in interaction and participation, highlighting the need for revision and improvement
۴.
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.
۵.
The present study aimed to identify strategies that facilitate women in their path to school management positions. The research method was qualitative and the strategy used was classical data-based theory. The research field was female teachers applying for management positions who had participated in the selection and appointment test for school principals in Kurdistan Province. Using purposive sampling and based on the theoretical saturation rule, 18 people were studied. The data collection tool was a semi-structured interview. Textual data were analyzed through open coding and categorization. The validity of the research was ensured by relying on the four criteria of believability, reliability, verifiability, and transferability. The findings indicated the identification of 66 open codes and 6 sub-concepts that were placed under the main concept of strategies. The strategies include holding briefing workshops, building a social culture about women's management capabilities, building a culture of gender-equal thinking, providing a platform for women's promotion, appointing individuals based on meritocracy, and providing welfare facilities.
۶.
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.
۷.
The phenomenology of lived experiences of teachers and managers in relation to the Z generation offers valuable insights into the dynamics of contemporary education. This study explores the phenomenology of lived experiences of teachers and school managers within the context of Generation G in Sanandaj, Iran. Through qualitative methods, the research investigates the unique challenges and perceptions these educators face, emphasizing the cultural and social dynamics that impact their professional lives. Utilizing in-depth interviews with 24 participants, including 15 teachers and 9 school managers, the study reveals critical themes related to job stress, behavior management, and the impact of societal expectations. The findings contribute to a deeper understanding of educational practices in a localized context, shedding light on the implications for policy and training.In conclusion, understanding the lived experiences of teachers and school managers in relation to Generation G is crucial for developing educational frameworks that meet the needs of contemporary learners.
۸.
The aim of the present research was to design a model for improving the quality of education for students by Traveling Teachers. In terms of data collection, this research is a pre-post-test quasi-experimental research method with a control group. The statistical population of the research includes the students of villages with multi-grade classes with Traveling Teachers in Baneh city. The sample size was selected from qualified rural schools, multi- grades class in Namshir and Alut districts. The data was analyzed by descriptive and inferential statistics using SPSS. Improving the quality of Traveling Teachers resulting from interviews and theoretical foundations, including: goals and missions of primary education, human-moral relations of principals and flight teachers, training and learning of teachers, students, educational environment (school), educational content, learning and teaching processes. presentation) and educational infrastructure, each of which includes sub-components. The results show that the use of the model of improving the quality of education can increase the academic progress of the students of the rural schools, including academic grades, communication skills and positive attitude towards the school. This research emphasizes on empowering and improving teachers, which should be on the agenda of education officials.
