Educational Management

Background and Objectives: Today, strategic planning is considered a way to help increase productivity and achieve organizational goals, and it has become more necessary at Farhangian University as a new organization. Therefore, the current research was conducted to develop Farhangian University's strategic educational program. Methods: The research method is mixed, quantitative, and qualitative. The statistical population included all professors, officials, deputies, and education experts of Farhangian University of Alborz Province. In the qualitative section, sixteen people and in the quantitative section, 50 people were selected based on random sampling. The research tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire with reliability (0.943) in the quantitative part. Findings: Findings showed that threats (3.49), weaknesses (3.48), strengths (3.22), and opportunities (3.21) are more effective, respectively. As a result, a suitable teaching strategy at Farhangian University is a defensive strategy. The proposed solutions are presented in 4 sections: Conservative (so), Conservative (St), Defensive (wt), and Defensive (WT). Conclusion: As a result, the university has developed quantitatively and qualitatively using a suitable defensive strategy.

Distributed leadership (DL) is a key framework in contemporary educational theory that moves beyond heroic, individual-centered models of leadership by emphasizing collective, relational practices. While DL effectively captures how leadership emerges through interactions among educators, administrators, and context, it often remains at an ontic level, focusing on observable tasks and role distributions while overlooking deeper ontological questions about educational being. This paper offers a philosophical reconfiguration of DL through Martin Heidegger’s existential phenomenology, drawing on the concepts of Being-in-the-world, dwelling, and care. It reconceptualizes DL as dwelling-in-practice, wherein educational actors are understood not as isolated agents but as primordially involved beings who co-constitute their shared world through attuned everyday engagement. From this perspective, the school appears not as a neutral container but as a meaningful place sustained by collective care. This ontological reframing highlights how leadership emerges from being-with-others (Mitsein) and shared involvement, rather than from functional distributions alone. It also illuminates existential dimensions often neglected in DL, such as disruption, unhomeliness, and interpretive responsiveness. Grounded in recent empirical studies, this approach advocates leadership development oriented toward ontological attunement, trust, and dialogue, and proposes evaluation criteria that privilege world-building over instrumental outcomes. Ultimately, viewing DL as dwelling-in-practice offers a more humane and sustainable vision of educational leadership focused on human flourishing.