مطالب

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

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 Confronting outdated policies and rapidly shifting global benchmarks, in what ways can knowledge diplomacy be harnessed to promote lasting innovation and address the systemic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.