Teaching-learning process

This study is practical in terms of its objectives, and this study aims to provide a comprehensive picture of the online teaching-learning process in Iranian service organizations (non-educational). This research methodology applied a quantitative approach in its data collection method. In the first part, using a systematic approach and documentary study, 870 related research about e-learning at non-academic organizations were identified. Then, formerly after being studied and analyzed based on the criteria such as the research title and abstract, finally, 32 cases were selected and analyzed. In order to determine the research validity have been used the instrument of the Basic Critical Appraisal Skills Program of Glyn et al. (2006) and to examine the reliability, the method of agreement between the two coders was used and confirmed at a kappa value of 731%. The results indicate that the most critical issues regarding the online teaching and learning system in non-academic organizations are the feasibility study and implementation of this method at the mentioned institutions. Furthermore, the systematic review findings also identified five critical challenges of the e-learning system. Therefore, the research results indicate that for implementing the online teaching-learning system, first, it is necessary to identify the challenges such as; challenges related to critical stakeholders, organization, pedagogy, technology, and support system.

This research mainly aimed to identify the indicators of pedagogically-centered leadership in Sanandaj primary schools, which was conducted using a qualitative research approach and a descriptive phenomenology strategy. The two main questions raised in the research were as follows. According to the mentalities and experiences of the participants, what are the meanings and indicators of pedagogically-centered leadership in Iranian elementary schools? What characteristics can make pedagogically-centered leaders separate and unique leader from other educational leaders? The current research is developmental-applied in terms of purpose and qualitative in terms of approach, which was conducted using a descriptive phenomenology strategy. To collect data, 18 primary school principals were selected by purposive sampling and interviewed through three-stage phenomenological interview protocols. Their perspectives and experiences were investigated during the interviews. After conducting the interviews, the data were first manually analyzed, and then by MAXqda 2020 software, based on three-stage thematic analysis (basic, organizing, and global) of Attride-Stirling, analyzed. As the result of data analysis, 90 initial codes, 42 basic themes, 18 organizing themes, and finally, 8 global themes were specified. Also, four distinctive characteristics were identified as unique features of a pedagogically-centered leader: participation-seeker, activist of social justice and equal opportunities, valuing subcultures, and leader of leaders. Findings implicitly indicated that the implementation of this style of leadership in schools requires major changes in the mental paradigms of school community members. These changes include changing the paradigm of playing fixed roles to flexible ones, changing the paradigm of management to leadership, changing the paradigm of bureaucracy to specialization, changing the paradigm of teaching-centered to learning-centered, changing the paradigm of parental participation to parental involvement, and changing the paradigm of knowledge transfer to knowledge creation in students