Schools

Purpose : This Research was conducted with the aim of identifying and ranking the dimensions of resonant leadership with the curriculum planning approach in schools of education of Mazandaran province. Methods : This study in terms of purpose was applied and in terms of implementation method was descriptive from type of survey. The study population was school managers of Mazandaran province in the 2018-19 academic years with number of 4865 people. The research sample according to Cochran's formula was estimated 359 people who were selected based on multi-step cluster sampling method with respect to the ratio of courses. Data were collected by a researcher-made questionnaire whose face and content validity was confirmed by expert’s opinion and tool construct validity was confirmed by exploratory factor analysis and its reliability was calculated 0.87 by Cronbach’s alpha method. Data were analyzed by exploratory factor analysis and Friedman test in SPSS software version 19. Finding : The results of the exploratory factor analysis showed that the dimensions of resonant leadership with the curriculum planning approach in schools had five leadership dimensions including the coaching (5 items), linking (5 items), psychological (5 items), democratic (4 items) and deep-view (4 items) that these five dimensions together were able to explain 80.04% of the total variance. The results of Friedman test showed that the leaderships dimensions of coaching, linking, psychological, democratic and deep-view had higher ranks, respectively. Conclusion : Based on the results of the present study, in order to improve resonant leadership with the curriculum planning approach, can be improved the leaderships dimensions of coaching, linking, psychological, democratic and deep-view, respectively via workshops.

Purpose: The aim of this study was to identify the main components of school performance evaluation in desirable condition. Methodology: The present study was a descriptive cross-sectional study. The statistical population of the study consisted of 1980 high school principals who were selected based on Cochran's formula of 322 students using cluster-cluster sampling method. Educational management (including 15 university professors, 20 administrators and 15 school administrators) selected through purposive sampling, semi-structured interviews were conducted, primary components identified and then identified by the researcher to determine the final components. It had 172 items and its face validity and content validation by Tidopa experts for it was 75/0 using Cronbach's alpha, was used. Data were analyzed using exploratory factor analysis and structural equations. Findings: The findings indicated that the following components could be considered for evaluating the performance of 12 components and 172 sub-components: 1- Management and leadership 2- Administrative and financial affairs 3- Teaching processes- Learning and planning 4-Axis programs 5-Information technology and intelligence 6-Physical space and equipment 7-Empower teachers and staff 8-Supplemental, extracurricular activities 9-Organizational climate and organizational culture10-Interaction with school environment and Gaining Experiences11- Physical Education, Health and Well-being 12- Staff Involvement, Parents and Students in School Affairs Conclusion: School management has a very important role in school performance. Therefore, school management and leadership as the main pillar of schools should play a scientific role and with respect to good human relations which will play an important role in enhancing school performance. Keywords: Evaluation, Performance, Schools, Desire.

Purpose: This study was conducted to identify the challenges of talent management in the public education system and to provide the possibility of recommending strategies. Methodology: The present study was qualitative and the statistical population included professors, specialists and experts in the field of talent management. The statistical sample consisted of 20 experts in the field of talent management and university professors who were purposefully selected and interviewed. Data collection tools were done through semi-structured interviews with 20 experts in education in Gilan in 2019, which after providing all the new ideas, by the interviewees to analyze the data and answer questions using a qualitative analysis method. The theme was used. Findings: The results showed that there are 16 challenges in the public education system that hinders the effective efficiency of talent management in the body of education. Among these challenges are the application of personal opinion in evaluations and the lack of an appropriate motivational approach that was presented in the challenges of talent management in the education system, after description, comparison, analysis and interpretation. Conclusion: According to the results of this study, the method of talent management in Gilan Education Organization is not accepted by any of the experts participating in the research and in terms of appropriate arrangements of this organization to address the challenges identified by this research, it seems necessary.

Purpose : Given the role of different organizational syndromes in the decline of school performance, the present study was conducted aimed to rank and compare organizational syndromes in Iranian schools according to the opinion of principals, deputies and teachers. Methodology : This study was applied in terms of the objective and quantitative in terms of the method. The study population included the principals, deputies and teachers in Isfahan and Yasuj in the academic year 2019-2020. The research sample according to Krejcie and Morgan Table was n = 375 who were selected by multi-stage cluster sampling method and considering the volume ratio of cities. The research tool was a researcher-made questionnaire of organizational syndromes in Iranian schools with 78 items. Its content validity was confirmed by experts, its construct validity was confirmed by exploratory factor analysis and its reliability was calculated by Cronbach's alpha of 0.93. The data were by Friedman and independent t-tests using SPSS-25 software. Findings : The results showed that the organizational syndromes of narcissism, lack of communication, discrimination and politicking, group thinking, structural alienation, tension and distress, structural mastery, caution, pressure, terrorism, neglect, immobility, explosiveness, incompatibility, non-commitment, impulse and silence had a higher rank in Iranian schools. Other results showed no significant difference between organizational syndromes and teachers in Iranian schools according to the opinion of principals, deputies and teachers (P <0.05). Conclusion : According to the results of the present study and the negative role of syndromes in the decline of school performance, it is necessary to design and implement programs to reduce syndromes by improving intra- and extra-organizational relationships and activities in Iranian schools.

There is curious multifaceted neglect regarding the effective use of parents in curriculums before the COVID-19 pandemic and its peak from February 2020 to February 2021 and post-corona virus. This issue hasn't changed despite reports concerning the reluctance of students to go to school and attend face-to-face training. This study aims to explain the current state of schools, that is, the superficial view of the effectiveness of family participation in post-corona virus curriculum. The necessity of parents' participation in the school curriculum is irrefutable. Neglecting this, especially during the COVID-19 pandemic that needs parents' involvement, has made the issue more evident and prominent. In this study, based on research, papers, and documents regarding the involvement of parents in the curricula, the following questions will be surveyed and explained: 1. What are the requirements of parents' involvement in curricula from the point of view of the document? 2. What are the accomplished research requirements regarding parents' involvement in curricula? 3. What are the obstacles to parents' involvement in curricula? 4. What is the position of parents' involvement in curricula? According to the current study's findings, despite the undeniable role of parents' involvement in the effectiveness of curricula, their involvement is the neglected dimension of schools' curricula. In the third year of the COVID-19 pandemic, there is still no coherent plan to use the parents' involvement in virtual training. We will present the critical approaches in the form of proposals in the end.

This study was conducted based on dual purposes; the first purpose was validation of the leadership creativity assessment scale from the perspective of teachers; the second purpose was to establish a qualification profile of the principals` leadership creativity using a standard tool. The current research applied a positivist epistemological orientation with a quantitative approach and evaluation method. The study population involved 1256 Sanandaj high school teachers of which 296 teachers (both meals and female) were selected by stratified random sampling using selected using Krejci - Morgan Table. In evaluating the validity of managerial creativity questionnaire factor analysis was used and in assessing its reliability of it, Cronbach’s alpha coefficient was applied to assess principles` of managerial creativity by teachers and the influence of demographic variables on teachers` assessment. Based on the findings of the study teachers evaluated their principals` level of Leadership creativity at a high level in their workplace. Moreover, it was revealed that teachers` demographic variables had no significant correlation to the scores of the Leadership creativity assessment.

Purpose: The school principals’ competence plays an important role in improving the education system. As a result, this study aimed to investigate and present the competency model of high school principals. Methodology: The current research was applied in terms of purpose and mixed (qualitative and quantitative) in terms of implementation. In the qualitative part, the research population was the educational management experts of Guilan province in the academic year of 2021-22, and according to the principle of theoretical saturation, 15 of them were selected as a sample using targeted and snowball sampling methods. In the quantitative part, the research population was the principals of the second year high school in Guilan province in the academic year 2021-22, and according to the table of Krejcie and Morgan, 127 of them were selected as a sample by stratified random sampling method. The research instrument was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part, whose psychometric indicators were checked and confirmed. The data of the qualitative part were analyzed by open, axial and selective coding method in Maxqda software, and the data of the quantitative part were analyzed by exploratory factor analysis method in Amos software. Findings: The results of the qualitative section showed that 137 indicators, 17 components and 5 dimensions were identified for the competence of high school principals; so as to include the dimensions of belief (with the components of cognition, belief, value and behavior), rational (with the components of discretion power, future studies and effective decision-making), personal (with the components of creating a positive environment, needs assessment, mental health and the flourishing of talents), managerial (with the components of human/general skills, perceptual/maturity skills and specialized/leadership skills) and educational (with the components of teaching and learning process, educational supervision and guidance, and educational evaluation). Also, the results of the quantitative section showed that the factor load and the average variance extracted of the dimensions and components were higher than 0.50 and their content validity and reliability ratio with Cronbach’s alpha method was higher than 0.80. In addition, the Competency model of high school principals had a good fit and each of the dimensions had a significant effect on the corresponding components and each of the components had a significant effect on the corresponding indicators (P<0.05). Conclusion: According to the competency model of high school principals, planning to improve and promote the competence of school principals through the identified dimensions, components and indicators seems necessary.

Purpose : The present study aimed to provide a jihadi management model to align the goals of Iranian Schools in the Digital Age, which was inevitable during the corona pandemic. Method : The grounded theory method has been used due to the lack of a codified model of jihadi management. The statistical population was experts and professors in the field of education and the system of education. The snowball technique was used to sample the population. A total of 11 education experts were interviewed. In the data research, the researcher performed data analysis including open coding, axial coding, and selective coding simultaneously with the data collection stage which was performed using a semi-structured interview. Reliability, data originality, relevance, and reliability were used to assess validity and reliability. Findings : The findings showed that 15 main and pivotal categories led to the design of the jihadi management model of education. Categories based on causal, contextual, intervention and consequences include jihad-centered culture, jihadist structure, jihadist growth-oriented, jihadist-centered education, jihadist meritocracy, spiritual values, society supporting jihadism, revolutionary and pragmatic culture, the adaptation of jihad-centered Administrative system, rule of law based on jihad, job coordination with jihad, family and cultural education, teaching jihad principles, monitoring, and evaluation, and developing a jihad-centered structure. Conclusion : Therefore, for proper jihadi management in schools, various factors are involved that provide the basis for management. Also, the need for this type of jihadi management and training is felt more in our country.

Purpose: The ability to manage conflict plays an important role in the teaching profession. Therefore, the purpose of the current research was to design a conflict management model based on the professional experiences of secondary school teachers in North Khorasan schools. Methodology: This was an applied study in terms of its purpose and qualitative in terms of its method. The research population included secondary school teachers of North Khorasan province in the academic year of 2018-2019. A total of 17 people were selected by purposive sampling method and according to the theoretical saturation, and were subjected to semi-structured interviews. Content validity and reliability was 0.86 based on the expert's opinion and 0.93 using inter-rater agreement coefficient. Open, axial and selective coding methods were used for data analysis. Findings: Data analysis led to the emergence of 209 primary concepts and 18 secondary concepts in 5 categories for the conflict management model based on the professional experiences of secondary school teachers in North Khorasan schools. The categories include active coping (with 5 secondary concepts of problem solving, information acquisition, seeking social support, negotiating and technology management), passive coping (with 5 secondary concepts of acceptance, emotional adjustment, keep work and home life separate, reframing and avoidance), reinforcement and management of relationships (with 4 secondary concepts of strengthening interpersonal communication, meeting expectations, paying attention to emotional needs and creating fun and entertainment), strengthening religious beliefs (with 2 secondary concepts of resorting to spirituality and developing morals and values) and developing personal growth (with two secondary concepts of self-analysis and going beyond personal needs). Finally, the conflict management model was designed based on the professional experiences of secondary school teachers in North Khorasan. Conclusion: According to the concepts and categories identified for the conflict management model based on the professional experiences of secondary school teachers, they can be used to improve conflict management and improve the position of the organization.

Purpose: The main purpose of this article is to identify and analyze the factors affecting the maturity management of educational technology in Iranian schools. Methodology: The research method is mixed (qualitative-quantitative). To conduct this research, in addition to document study, thematic analysis technique with MAXQDA12 software was used to identify factors and components. The statistical population in this research were all experts in the field of educational management and educational technology, as well as regional managers with high experience and work experience in education, which was done after 14 theoretical saturation interviews. The interviews lasted between 75 and 120 minutes. Finally, the basic, organizing, and inclusive themes are extracted and in the quantitative part, the Dimtel technique is used to determine the effectiveness of the dimensions of educational technology. Findings: According to semi-structured interviews, 4 dimensions (educational technology knowledge management, educational technology resources and facilities, control and coordination on educational technology and educational technology infrastructure), 15 components (organizing themes) and 55 indicators (basic themes) In order to manage the maturity of educational technology in Iranian schools, it was extracted. After that, according to the questionnaire of paired comparisons to identify the influential and influential dimensions, it was determined that the dimensions of educational technology infrastructure, knowledge management of educational technology, control and coordination of educational technology, and resources and facilities of educational technology are respectively more influential. Conclusion: The findings of this study have many practical implications for managers and officials of the education system, and they based on the results of this study can take an effective step towards improving the maturity management of educational technology in Iranian schools.

This article mainly deduces the intellectual pattern existing in schools based on the formal model. Because schools in different educational systems are also created based on a specific intellectual basis. The documentary method is  used to extract the intellectual basis of formal model schools by referring to the texts and sources in the history of management  was done as required documents. which are often published in the form of books and articles in reputable magazines. In order to obtain comprehensive information until theoretical saturation, about 24 documents were examined and analyzed from the texts in order to achieve the goals of the research. Positivist was deduced as its underlying thought pattern based on analyzing information from the common points of the this model with classical management. Finally, the positivisms intellectual pattern has been analyzed regarding ontology, epistemology, and methodology. The research findings showed that in the ontology of positivists, humans create and label the relationships of external objects in the mental structure they already have and are not related to the external world itself. In addition, the positivist approach intends to use the quantitative and experimental methods in humanities studies as in natural sciences for credibility. Finally, specific positivist rationality believes that knowledge is accompanied by experience.

In order to promote and improve the quality of educational spaces and achieving a comprehensive statistics, evaluation and analysis of schools neglected in most Iran’s schools, while educational spaces play an important role in the social and cultural structure and population growing and schools as one of the most basic educational centers, study on this field is important. Therefore, schools evaluation (in the Shahriar city as a case sample) plays an important role in raising the scientific level of a country and development of urban physical planning in the field of education. It supposed that the schools of Shahriar city in terms of population, area and other qualitative and quantitative aspects are far from per capita and standards of the country’s modernization organization, and according to this hypothesis, to what extent are schools far from relevant standards in terms of population growth, and what are solutions to fix and reform schools? This study is a descriptive - analytical and field study, to collect data, city education department; organization of schools renovation, journals and valid books and papers were used. Then, the date of Shahriar city’s schools to determine its distance from per capita standard was assessed and compared. The study result shows lack of schools area in term of population and per capita standard was about 310 thousand square meters in Shahriar city that will reach to 700 thousand square meters in the future 25 years.

This study intended to assess how ELT teachers evaluate the quality of Pre and In-service TPD Programs in an EFL context. Data for this study came from a survey and follow-up interviews with 300 high school EFL teachers. The findings suggest that the ELT teachers recommend professional development programs that prioritize continuous learning, knowledge and skills updates, subject matter expertise, and technology integration in teaching practices. The study reveals challenges faced by the ELT teachers in participating in TPD programs, such as the need for innovative and updated programs, practical application focus, budget constraints, and high-quality facilitation. The characteristics of a good TPD program from the perspective of ELT teachers were also discussed, emphasizing the importance of addressing immediate needs, incorporating the latest trends and innovations, aligning with international standards, and providing support systems and collaboration opportunities. In addition, the study highlighted the motivation of the ELT teachers for professional development and the need for targeted programs to support their specific needs. Finally, suggestions were made and implications were discussed.