educational managers

Introduction: The main purpose of this research is investigating the attitude of educational managers toward Pluralistic Curriculum. Methodology: To achieve this goal, the research method combined with the exploratory approach is used. The research method was the grand theory in the qualitative section, and survey in the quantitative part. Based on purposeful sampling, 30 school principals who were expert in this area, selected and were interviewed using the in-depth interview method. The interview continued until the theoretical saturation point. In the quantitative part, according to the results obtained from the previous studies the target group interviews, a questionnaire prepared by the researcher and used. In the qualitative section, the acquisition of credibility, through believability, transferability and verifiability were achieved. In the coding processes to increase the trust two encoders were used. Three types of open, axial and selective coding were used in the method of data analysis in the qualitative section. The factor analysis and Friedman test were also used in the quantitative part. Findings: The result of the research revealed that from the viewpoint of educational managers, the pluralistic curriculum has five components, including racial and ethnic inequality, linguistic diversity, gender inequality, social inequality, and religious diversity. Conclusion: The dimensions of the pluralistic curriculum in comparison with the existing situation that, consisting of two components including racial and ethnic inequality and gender inequality, has five components, including racial and ethnic inequality, linguistic plurality, gender inequality, social inequality, and the Religious diversity.

Purpose: Professional development of managers is one of the factors affecting the position of organizations compared to other organizations. Therefore, the present study was conducted to propose a model for professional development of educational managers in the banking industry. Methodology: This study was applied in terms of objective and quantitative in terms of research method. The research population consisted of 280 Bank Sepah branch managers and educational consultants and experts of Sepah Bank headquarters in Tehran in 2021. The sample size was estimated n=161 based on Cochran's formula who were selected by simple random sampling method. For data collection, a researcher-made questionnaire for the professional development of educational managers (78 items) was used, the content validity of which was confirmed by 10 experts, and its reliability was obtained by Cronbach's alpha method above 0.70. Finally, the data were analyzed by exploratory factor analysis (EFA) using SPSS24. Finding: The results of the present study showed that 2 items were excluded due to the factor loading less than 0.40 and the final form of the researcher-made questionnaire for the professional development of educational managers had 76 items and 4 organizational, individual, technological and environmental dimensions and 21 components with the factor loading above 0.40. Accordingly, a 4D model for professional development of educational managers in the banking industry was drawn. Conclusion: According to the results of the present study, for the professional development of educational managers, it is possible to increase its organizational, individual, technological and environmental dimensions through the related components and items.