elementary schools

The general aim of the present research was to identify and prioritize the components of blended learning in elementary schools. This mixed-method research is of sequential exploratory type. In the qualitative stage, the content analysis method was used while in the quantitative stage, the descriptive survey was applied. Participants of the qualitative part were professors of educational sciences, fifteen of whom were selected for interview in a targeted manner. In vivo, coding was used for data analysis. Finally over 150 indicators and 6 main components (1- tools, 2- contents, 3- teaching method, 4-design, 5-evaluation, and 6- learning theories) were achieved. The research community of the quantitative part included all headmasters and head teachers, experts, and teachers of elementary schools in west Islamabad, in 2017-2018 academic year. Out of 650 individuals, 242 individual were selected through a stratified random sampling method with Morgan table. A questionnaire was designed and distributed based on the findings whose face validity was confirmed by the professors with the reliability of 0.87.  For descriptive analysis, the central and dispersion parameters were used, and for inferential analysis, the Smirnov test, Friedman test were applied using SPSS & LISREL. In addition to confirming and explaining the components, the findings showed that the internal correlation between the six components of the blended learning education is positive and meaningful, meaning that the application and promotion of each component in a combination allows the application, enhancement and strengthening of the other components.

Purpose: The project of identifying and leading gifted students (Shahab) was implemented between 2014 and 2015 Education Year by the National Elites Foundation in cooperation with Education Ministry in some regions of all provinces of Iran. Methodology: The project’s main goal was to identify, distinguish and guide the gifted students in elementary and junior education and paving the way to support them in higher education. The project will include all regions in all provinces in the coming years. In our research, teachers of fourth grade elementary schools attempted to evaluate and qualify students by using a pre-defined check list. It tried to understand the challenges and impediments of implementing Shahab project in Shahryar, a suburb of Tehran. Using descriptive and survey methods, it investigated the viewpoints of more than 175 teachers (85 males and 90 female) in fourth grade elementary schools. The interviews were elected randomly and the questionnaire included 40 closed questions in 8 fields and recognized the main obstacles of implementing Shahab project. Taking into consideration descriptive statistical indices, the author has used the Chi-square test one-variable and two variables tests in analyzing gathered information. Findings: The findings demonstrated that the male and female teachers have different ideas regarding challenges and obstacles of the Shahab project. Males believed that the main challenges are check list and method of identifying overqualified students on the one hand and the attitudes of parents on the other. This is while the females expressed that education- related issues and execution factors are the main problems. Conclusion: Putting aside the gender factor, it is argued that teachers see the check list and method of identifying gifted students as the main challenges in implementing Shahab project in Shahryar city.

Purpose: Among leadership styles, evolution leadership is the source of changes in the organization. If the organization is in a disadvantaged way in the management of employee performance, it identifies the consequences and thus, in a competitive environment, it strengthens the capabilities and competencies of the employees to compensate for the loss. will pay. One can refer to education as one of the organizations that needs to adopt transformational leadership today. Schools, as sub-systems of society, cannot survive unless they can adapt and adapt themselves to environmental changes. Methodology: Since school principals play a major role in education, their accurate and well-chosen selection is the goal of the country's educational system. Therefore, the purpose of this study is to design and validate a transformational leadership model for primary school principals. Findings: The analysis of qualitative interviews showed that the four main components of mental persuasion with the following components of encouraging problem solving, knowledge creation, creativity, creation of new ideas, questioning, inspirational motivation component with motivational motives, creating morale, creating a happy environment , Attention to goals, Inspiration, Artificial Influence component with ethics subclasses, Knowledge, Respect, Justice, Commitment, Inspirational thoughts, Participation and component of individual considerations with the following components of attention to individual differences, achievement of organizational goals, the effectiveness of the organization , Assigning the responsibility and individual goals of the interviewees to the managers. In a small section Data were also collected through a transformational leadership questionnaire collected from 500 sample managers and teachers. Finally, the findings on validation showed that the proposed model is valid .Conclusion: School executives in the style of the implementation of leadership style change more dependent on the requirements of the school and the high-level, and somewhat applicable, organization, and believe that such a style, although necessary and necessary, requires its own particular circumstances.

Education is the most important institution that comes from the context of society and at the same time is its builder and developer, and its impact on the development of society is vital and tangible. And in fact, it is the most important course of study. The aim of this study was to identify the components of genuine leadership competence in primary schools. In the present age, we are witnessing extensive and continuous changes that make the responsibilities and duties of social institutions and organizations heavier day by day.One of the institutions that is directly related to these developments and must necessarily be coordinated with these developments is education. The institution of education is the most important institution that emerges from the context of society and at the same time is its builder and developer, and its impact on the development of society is vital and tangible.Sampling was done by snowball method until the theoretical saturation was achieved. Analysis of data from semi-structured interviews with 15 experts, university professors and administrators in the field of education, 184 concepts (open source), 15 subcategories and 5 categories were extracted. Finally, the results of this study were examined with the results of previous studies and It was also introduced to improve the use of genuine leadership in primary schools.

With the corona epidemic, virtual education has received the attention of the educational system more than before. Taking advantage of virtual education regardless of its basic principles and possible challenges will cause obstacles and problems in the implementation, effectiveness, and practical use of its capacities. The aim of the current research was to study the phenomenological challenges of virtual education and evaluation in primary schools from the perspective of teachers and parents. The research method was qualitative and phenomenological. The participants were 34 teachers and parents of elementary school students of Gonabad city (17 persons in each group), who were selected using the snowball sampling method. To collect the data, a semi-structured interview was used. Based on theoretical saturation, 34 interviews were conducted. To analyze the data, the seven-step Claysey method was used. After removing similar items and formulating concepts, the data analysis process led to the extraction of 48 sub-concepts. Sub-concepts were categorized under 4 main categories: 1) cultural and social challenges, 2) technical and infrastructure challenges, 3) educational challenges, and 4) ethical challenges. The results of the present study can be used to solve possible challenges and increase its effectiveness while using the capabilities of virtual education.

The main goal of this research was to provide a conceptual framework for management based on vitality in elementary schools, which is based on a qualitative approach and is done using the grounded theory method. Research data was collected using semi-structured interviews. The field of research was elementary schools in Sabzevar city and the participants included 11 experts, 12 school principals, 11 teachers and 12 students of the second year of elementary school, who were selected by purposive sampling method. The criteria for determining the number of samples was the theoretical saturation of the categories. For data analysis, open and selective coding method was used in the classic way. To ensure the validity of the research results, the criteria introduced by Lincoln and Guba were used. Based on the findings of this research, a total of 13 common components were extracted for vitality-based management, which include: Paying attention to the physical space of the school, professionalism in choosing the school principal, increasing the happy spirit in students, increasing the motivation of teachers, sharing knowledge in the school, holding various programs in the school, using parents' participation in school management, the absence of rigid rules, staff coverage in school, availability of facilities and equipment, school hygiene, effective encouragement and punishments, and financial resources in the school. Mirzaei Ahranjani three-pronged model was used to provide a conceptual framework. This framework includes three behavioral, structural and contextual branches that introduce the main identified categories in interaction with each other.