Primary Schools

Purpose: The initiation of anti-bullying movements in school’s dates back to nearly three decades ago in some countries. Despite the importance of such a movement and its grave implications for education systems, no particular program or action has been organized in our country. Materials and Method: The present study presents a cross-sectional descriptive survey to assess the attitudes of primary school teachers and staff towards bullying. The self-administered questionnaire explored attitude towards bullying in 207 teachers and 73 administrative staff of 25 schools in the city of Bojnourd using stage cluster sampling. Findings: The results of independent t-test demonstrated that the attitude toward bullying was not significantly different in male and female subjects with respect to the variables of years of service and administrative position, though women tended to hold a stronger attitude compared to men in this respect (t=2.04 and p˂0.04). The results showed that school staff and teachers, whether those with less than five years of service or those who had hold their job for more than twenty years were not sufficiently aware of the sensitivity of the case of bullying and the skills required to handle this issue. Discussion: Therefore, it seems that organizing workshops and training courses on the issue of bullying for target groups are necessary and inevitable.

Purpose: The initiation of anti-bullying movements in school’s dates back to nearly three decades ago in some countries. Despite the importance of such a movement and its grave implications for education systems, no particular program or action has been organized in our country. Materials and Method: The present study presents a cross-sectional descriptive survey to assess the attitudes of primary school teachers and staff towards bullying. The self-administered questionnaire explored attitude towards bullying in 207 teachers and 73 administrative staff of 25 schools in the city of Bojnourd using stage cluster sampling. Findings: The results of independent t-test demonstrated that the attitude toward bullying was not significantly different in male and female subjects with respect to the variables of years of service and administrative position, though women tended to hold a stronger attitude compared to men in this respect (t=2.04 and p˂0.04). The results showed that school staff and teachers, whether those with less than five years of service or those who had hold their job for more than twenty years were not sufficiently aware of the sensitivity of the case of bullying and the skills required to handle this issue. Discussion: Therefore, it seems that organizing workshops and training courses on the issue of bullying for target groups are necessary and inevitable.

Purpose: This study aimed to determine the factors affecting Service Learning (SL) in primary school students in Tehran. Methodology: The present descriptive survey research was conducted in terms of the goal as basic with mixed approach, exploratory categorization. In the qualitative part, in addition to using specialized texts in the field of SL, Teachers and specialists active in the field of service learning were interviewed; participants in quantity part included elementary school teachers in the same city. In the qualitative section, the sample included 30 people who were selected by targeted sampling method, considering 5-15 people for each variable, and in quantitative one, 309 people were randomly selected via single-stage cluster. To collect data in the qualitative part, analysis of texts related to service learning, and semi-structured interview, and in the quantitative part of the study, the researcher-made questionnaire were used. Findings: For data analysis in the qualitative part, two analyses of grounded and content, and in quantitative, exploratory factor analysis were administered. The results showed that five factor categories affect the implementation of service learning in schools, which were respectively (based on factor load value) at the following: 1) professional and general competence factor of teachers, with 25 indicators and factor load of 0.694. 2) the atmosphere factor of School, with 8 indicators and operating load 0.680. 3) Curriculum development, with 34 indicators and factor load of 0.631. 4) Educational leadership, with 12 indicators and factor load of 0.0670. 5) School relationship with community, with 7 indicators and Operating load 0.646. Conclusion: In general, in order to increase students' orientation of service learning, the competency and capability of teachers should be improved through new software methods and technology, furthermore, the school space should be appropriately enriched in terms of content, curriculum and educational programs to meet students’ basic needs and to establish effective relation between the school, and influential factors in the society.

Purpose: The aim of this study was to design a talent management model for primary school principals in Zanjan. Methodology: The method of the present study was a combination (qualitative and quantitative) and in terms of purpose it was an applied research. The statistical population of the qualitative section was experts who were theoretically familiar with the concept of talent management and based on purposive sampling, 17 of them were interviewed until theoretical saturation. The statistical population in the quantitative part was all primary school principals in Zanjan province (1079 people) in the academic year 2018-19 that according to Krejcie and Morgan table, 283 people were selected by stratified random sampling method. Qualitative research tools were interviews and in the quantitative part, a researcher-made questionnaire was developed based on qualitative results. The validity of qualitative results was obtained by reviewing the codings and using the agreement coefficient between the coders and for the questionnaire with face validity and reliability by Cronbach's alpha test (0.88). For the analysis of qualitative data, the method of basic theory and open, axial and selective coding were used, and for a small part of the structural equations in Amos software version 24. Findings: Qualitative data analysis identified 63 concepts and 10 central themes (environmental, cultural, motivational, educational, human resource management, personal characteristics, regulatory, communication, organizational, managerial and structural factors) that the theme Selective research also obtained effective factors on talent management. The results of structural equations also showed that organizational factors with factor load (0.85), educational (0.83) and cultural (0.80) were more important and in general, the proposed model had a good fit. Conclusion: Improving talent management requires attention to various factors that the education system by investing in organizational, educational and cultural factors can help improve the talent management of managers.

Perpose: The aim of this study was to design a model of professional competence of principals based on the development of creativity and innovation in primary schools. Methodology: The method of the present study was a combination of exploratory type in which the qualitative method was performed using the underlying theory and the quantitative method was performed using the structural equation model. The statistical population of the study was in the quantitative part of all primary school principals in Tehran in the academic year 2019-20 and in the qualitative part of all experts in the field of education in Tehran. Sampling in the quantitative part using stratified stratified sampling method 196 managers of 22 districts of Tehran were selected and in the qualitative part 17 people were selected using purposive sampling with emphasis on the principle of theoretical saturation. The research tools in the qualitative part were in-depth semi-structured interviews with 5 questions and in the quantitative part of the researcher-made questionnaire to assess the components of manager’s professional competence. Since the content of the questionnaire shows the components that have the highest coefficient of importance, according to the approval of the questions by experts, the validity of the content of the questionnaire has been confirmed. The total alpha coefficient of the design questionnaire identifying the pattern of professional competence of principals based on the development of creativity and innovation in primary schools is 0.937 or 94% that the tool used has a good reliability. Data were collected in the qualitative section by grounded theory method and then analyzed by testing structural equation modeling using Smart PLS software. Findings: The results of exploratory and confirmatory factor analysis showed that the components of motivation, management, technology, attitude-behavioral, cognitive-skill components and indicators of professional competence of principals are based on the development of creativity and innovation in primary schools. Also, the model fit indices that were performed using the structural equation model showed that the research data had a suitable fit with the model of professional competence of principals based on the development of creativity and innovation in primary schools. Conclusion: Based on the results of the research, attracting and employing competent managers, especially in the critical elementary school, requires the creation of a human resources system in which meritocracy prevails.

لزوم تدوین و اجرای برنامه های سند تحول بنیادین آموزش و پرورش و درگیر شدن در روند مستمر پدیده تغییر و پویایی. وجود مدارس پویا است. امکان کشف فرصت های جدید و نیاز پویایی، تغییر و توسعه برای تداوم حیات ملی کشور وجود دارد. مقاله حاضر با هدف ارائه مدل مدرسه پویا برای مدارس ابتدایی تدوین شده است. تحقیق کیفی و روش آن تحقیق ترکیبی با تحلیل کیفی کیفی است. در تحقیق ترکیبی، تحقیقات به طور مداوم به طور سیستماتیک انتخاب می شوند، تجزیه و تحلیل و تحلیل و طبقه بندی و تحلیل بخش کیفی، از مصاحبه نیمه ساختاریافته با صاحب نظران حوزه مدیریت و برنامه ریزی آموزشی استفاده می شود. شناسایی مؤلفه ها و توسعه مدل مدرسه پویا است. جامعه مورد مطالعه پژوهشگران خارجی (2000 تا 2020) و داخلی (2000 تا 1399) بودند. در مجموع 62 مورد نظر موضوعی، کلیدواژه های مشابه و ارتباطی با ارتباط و مؤلفه های پویایی دوره ابتدایی به عنوان نمونه و به صورت هدف انتخاب و تحلیل و تحلیل قرار گرفت. تحلیل ها ابتدا کدگذاری و طبقه بندی شدند و سپس بدنه اصلی در قالب 25 مؤلفه و 52 شاخص مربوط به 5 بعد از تحول و تحول، دانش محوری، مشارکت محوری، پژوهشی و اندیشه محوری شناسایی شد. محرک

This qualitative study examined the beliefs of Vietnamese primary teachers regarding writing instruction. The participants included 12 in-service teachers from five primary schools in a large city in Vietnam. The data consisted of in-depth semi-structured interviews. Qualitative analysis of the data showed several interesting insights into the teachers' beliefs about writing instruction for young learners and the challenges they faced in their classroom teaching. All the participating teachers believed that writing was very important for primary school learners, and teaching writing was one of the key tasks for primary school teachers. The teachers considered that students' lack of life experiences and creativeness was the most considerable challenge in teaching writing, but they faced several practical constraints in helping students overcome the difficulties. Notably, the teachers were supportive of methods to enhance the creativeness and emotions in students' writing, but they reported using model texts in teaching frequently. The socio-cultural contexts of teaching and learning were taken into account in the interpretation of the findings. This study is the first step to inform professional development programs and pedagogy to enhance the effectiveness of teaching writing skills to young learners at primary schools in Vietnam, and beyond.

Purpose: Instructional and educational leaders of schools can play an important role in improving the academic and even non-academic conditions in primary schools. As a result, the current research was carried out with the aim of designing and compiling the supervisory pattern of instructional and educational leaders in primary schools. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The population of the current research was instructional and educational leaders and teachers of primary schools in Hormozgan province included 124 and 4800 people, respectively, which 300 people of them were selected as a sample based on the Krejcie and Morgan table with using stratified random sampling method. In this study, in order to collect data were used a researcher-made questionnaire of the supervision of instructional and educational leaders in primary schools, and the data obtained from its implementation were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: The findings showed that the supervisory pattern of instructional and educational leaders in primary schools has 39 items in 8 factors of leadership in educational improvement, leadership in curriculum improvement, leadership in employees improvement, theoretical and scientific skill, technical and technological skill, ethical and professional skill, management and leadership skill and communication skill; So that the factor load of all items (expect on item) and factors was higher than 0.50, the average extracted variance of all factors was higher than 0.60, and the Cronbach and combined reliability of all factors was higher than 0.80. Also, the supervisory pattern of instructional and educational leaders in primary schools had a good fit and each of the 8 factors had a direct and significant effect on the supervisory pattern of instructional and educational leaders in primary schools (P<0.001). Conclusion: The results of this study have many practical implications for the experts and planners of the education system, and they based on the aforementioned findings can take an effective step towards improving the supervisory pattern of instructional and educational leaders in primary schools.

This study of considers the feasibility of using digital leadership in Iranian primary schools. Purposeful sampling was used to obtain a sample of primary school principals in Shahrood, Iran with at least 5 years experience. Semi-structured interviews were used for data collection, Grounded theory method with the Strauss and Corbin coding approach was used for data analysis. Results showed that digital leadership in primary schools had 114 concepts (open codes) falling into 29 categories (axial codes) and formed 6 dimensions including causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences. Results showed that the use of digital leadership in primary schools is feasible due to the ability and high interest of principals and staff. Causal conditions include the level of ability and approach of educators, digital revolution, culture building, reforming the educational structure and policies, training and development of human resources and attracting capital. Also, the context include digital strategies, digital educational platform, networking, financial and human resources, digital content and management dashboard. On the other hand, intervening conditions include economic, structural, political, cultural and educational fields in the way of using digital leadership in elementary schools, that should be dealt with effective solutions and strategies including supportive, educational, collaborative, managerial and cultural strategy. Also, the use of digital leadership can improve teaching and learning, promote creativity, update and develop, innovate and improve the quality of education and change in educational culture and leadership patterns. Finally, a model was presented based on the findings of this study

Purpose: Immigration always faces challenges and one of the can be investigated challenges in this field is violence towards immigrants. Therefore, the aim of this study was to analysis the lived experience of teachers' violence towards Afghan students in primary schools. Methodology: The present study in terms of purpose was applied and in terms of implementation method was descriptive from type of qualitative. The research population was of Afghan elementary school students who had experienced of violence from teachers and principals of elementary schools, which 20 students and 10 principals were selected as samples through purposive sampling method. The research tool was a semi-structured and in-depth interview based on researcher-made questions, and the validity of the interviews was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders at 0.79. The data of the present study were analyzed by the coding method in MAXQDA-Pro software. Findings: The findings of this study indicated that the types of teachers' violence have 17 concepts in 3 components of verbal violence (6 concepts), behavioral violence (6 concepts) and physical violence (5 concepts), the effects of teachers' violence have 22 concepts in 4 components of mental (9 concept), academic (4 concepts), physical (3 concepts) and social (6 concepts) and control strategies of teachers' violence have 19 concepts in 5 components of educational (5 concepts), employment (3 concepts), planning (5 concepts), disciplinary (3 concepts) and cultural (3 concepts). Also, the pattern of types of teachers' violence, effects of teachers' violence and control strategies of teachers' violence were designed. Conclusion: According to the results, it is recommended to the education managers to use the control strategies of teachers' violence in order to reduce the types of teachers' violence and its effects.