@article { author = {Madani, Sayed Ahmad and TamanaeFar, Mohammad Reza and Fallahi, Morteza}, title = {A Study of the Consequences of Sixth Grade Proximity to First-Grade with respect to Bullying and Aggressive Behaviors}, journal = {School Administration}, volume = {6}, number = {1}, pages = {1-21}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {There seem to be no doubt that separated school buildings with regard to students’ school year is absolutely necessary; mainly because not only the law says so but also due to psychological environment of the school. Studying in safe and sound educational environments is one of the primary rights of each and every student. As a result, it is absolutely essential to examine systematic influences of today’s educational environments on students from various perspectives. The phrase “righteous school,” which is mentioned in The Declaration of Fundamental Reform in Education in Iran, refers to a school which is safe (free from danger) both physically and psychologically. Not very long ago, a structural change was made in the educational system of Iran, that is junior high school was eliminated and the first grade of junior high school changed into the last grade of elementary school. This resulted in several problems form different perspectives in education system and in primary schools. One of the main problems with which the teachers encountered was the age of the sixth grade students. One of the authors of the current study is the principal of school with more than fifteen years of managing experience in Iran education system. He observed that after the structural change in the education system and the incorporation of the sixth grade into the elementary school, the educational environment of the school went through some changes; some students form the first and the second grade went to the principals’ office and complained about being bullied by the sixth grade students. Field observations and experiences in two years, resulted in the formation of this hypothesis that the proximity of the sixth grade students with younger students, at least with regard to bullying and aggressive behaviors, leads to negative consequences for younger students. That was the reason why the researchers decided to investigate the consequences of the incorporation of the sixth grade. For the most part, the main question of the research was this: Has the existence of sixth grade students in elementary schools in the context of the education system in Iran led to higher number of bullying and aggressive behaviors? The answer to this question is “Yes.” The analysis of the first grade students reports indicated that they (the first graders) were more bullied by the sixth grade students rather than the fifth grade ones. Moreover, several bullying and aggressive behaviors are seen from the sixth grade students in one to sixth grade schools. By the way, the frequency of aggressive behaviors is significantly higher in boys’ schools. The analysis also revealed that the first grade boys and girls along with the sixth grade boys in level one schools had better academic achievement in comparison to their peers in two level schools. The academic achievement of the sixth grade girls in two level schools, however, is significantly higher than their peers in one level schools. The main purpose of this study was to examine the consequences of physical proximity of sixth graders and first graders in the new structure of Iran primary education system, with respect to bullying and aggressive behaviors of Students.  This research is a practical study in its purpose, and a survey one, in the manner by which it is carried out. Statistical population of this study includes all first- and sixth-grade students studying in elementary schools of Kashan in the 2016-2017 academic year. The size of the selected samples included 389 of first-grade students and 464 of sixth-grade students who were selected by using multi-stage cluster sampling procedure. To collect data, two questionnaires called “Bully & Victim” (Chan, Myron & Crawshaw, 2005) and “Student School Survey” (Hamburger, Basile & Vivolo, 2011) were employed. Reliabilities of the questionnaires for first-grade students and sixth-grade students were estimated to be 0.84 and 0.73 respectively. Holistic analysis of data showed that the existence of sixth graders has boosted bullying and violence in primary schools in the in the new structure of Iran primary education system. Of course, it’s very important to consider gender as an underlying variable in our explanations. The boys studying in four to sixth grade schools scored significantly lower in the components of observation, action and complicity in violent behaviors than their peers in first to sixth grade schools. It seems that the proximity of sixth graders to first graders affects boy’s schools and girl’s schools differently with respect to bullying and violent behaviors. Male six-graders were found to perpetrate more physical and psychological harassments on first graders compared to the female ones. In spite of the fact that the amount of bullying among fourth and fifth graders are the same in different schools, the number of aggressive behaviors are significantly higher in sixth graders than the other two groups. The present study clearly shows that the first graders are bullied by the sixth graders. The analysis of the data indicated that first graders (both girls and boys) in first to sixth grade schools were reported to commit bullying more than their peers in four to sixth grade schools. A possible explanation for this might be that the presence of higher grade students in fourth to sixth grade schools acts as a deterrent and reduces the number of bullying behaviors among first graders in school yards and corridors. For the same reason, more aggressive behaviors were reported among first graders in first to sixth grade schools. An implication of this finding is that the atmosphere of fourth to sixth grade schools is suitable for the older students themselves, in a way that they commit or observe less aggressive behaviors. On the other hand, in fourth to sixth grade schools in which all sixth grades study in the same building, first graders observed more bullying behaviors and were bullied more. As a result, the atmosphere in fourth to sixth grade schools is more susceptible of bullying and aggression than the one in first to sixth grade schools.}, keywords = {Primary Education,Structural Configuration,6th Grade,First Grade,Bullying}, url = {https://jsa.uok.ac.ir/article_58037.html}, eprint = {https://jsa.uok.ac.ir/article_58037_230fa7ae5d6d2d2894af5130884fc08b.pdf} } @article { author = {Sheikh Mohammadi, Zahra and Khalkhali, Ali}, title = {Principals' Lived Experience of Curriculum Leadership in Secondary Schools}, journal = {School Administration}, volume = {6}, number = {1}, pages = {22-42}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {Curriculum plays a central role in the education system. But Most of the attention in the curriculum literature has been placed on curriculum development with little attention given to the implementation process. The principal plays a major role coordinating curriculum change in the schools. Communication between administrators, supervisors, teachers and principals is critical at the implementation stage. The principals should have open communication lines with all school personnel. They should promote a strong staff development program to allow teachers the opportunity to successfully incorporate the curriculum change. The principal must also transmit the interest and enthusiasm about the new curriculum by encouraging and helping faculty members on a daily basis. The school administrator is responsible for the success of the implementation process: without his direction the new curriculum is often neglected. Therefore, curriculum leadership is essential for providing a proper curriculum and creating an effective educational system. The curriculum leader needs to focus on the two main themes of curriculum development, namely, preserving the curriculum and developing it in the best possible way. Traditionally, principals are expected to be in charge of supervising, regulating, and pursuing disciplinary matters, teacher assessment and similar issues, and less emphasis is placed on the principals' responsibilities to the curriculum. Some researchers have called the school principals as a curriculum leader. In fact, the school principal can become a translator of curriculum development in the language of everyday school activities. School principals in the role of curriculum leader should have a clear understanding of the core of any curriculum implemented at school. Therefore, the main objective of this study is to perceive principals' lived experience of curriculum leadership in secondary schools. Research Method: The research was conducted with a qualitative nature in the type of interpretive phenomenology. Interpretative phenomenological analysis is an approach which means that it aims to offer insights into how a given person, in a given context, makes sense of a given phenomenon. The participants of this study were all principals of secondary schools in Rudsar. The selection of the principals was based on the targeted sampling. To collect qualitative data, 8 highly skilled principals were interviewed with semi-structured interviews based on theirs lived experiences. Lived experience, as it is explored and understood in qualitative research, is a representation and understanding of a researcher or research subject's human experiences, choices, and options and how those factors influence one's perception of knowledge. The collected data were analyzed based on phenomenological research methodology and with the Colaizzi’s method. The method of data analysis is an approach to interpreting qualitative research data, to identify meaningful information and organize it into themes or categories. The approach follows seven data analysis steps. In the first step, the researcher reads a description of each person participating in the study to gain a sense of the participants. Next, the researcher extracts statements with significance to the research question. To reflect the research data accurately, the significant statements should be direct quotations from the participants. To analyze the significant statements, the researcher begins to articulate what the statements mean and creates themes from the meanings. The researcher groups similar themes together and organizes them into categories. Finally, the researcher integrates the results into a comprehensive description of the topic and returns to each participant to verify the results. Findings: Data analysis based on phenomenology method demonstrated that 30 subscales were extracted, which were classified in 7 main subject themes as positive and negative lived experiences of principals from curriculum leadership. The results show that principals can best discharge their leadership role if they develop a deep and broad knowledge base with respect to curriculum. Principals need to ensure that assessment of student learning is aligned with both the school’s curriculum and the teachers’ instruction. The instructional leadership of the principal is a critical factor in the success of a School’s improvement initiatives and the overall effectiveness of the school.  The primary responsibility  of  the  principal  is  to  promote  the  learning  and  success  of all students. School   principals   can   accomplish   this   goal   by   focusing   on   learning,   encouraging collaboration, using data to improve learning, providing support, and aligning curriculum, assessment, and instruction. The principal’s primary responsibility is to promote the learning and success of all students. They must accomplish this goal by focusing   on   learning,  encouraging   collaboration, analyzing   results,  providing  support, and aligning curriculum, instruction, and  assessment. Principals need to help teachers shift their focus from what they are teaching to what students are learning. The role of curriculum leader helps the school to maintain a focus on why the school exists, and that is to help all students. Shifting the focus  forming  collaborative structures and processes for faculty to work together to improve instruction; and ensuring that professional development is ongoing and focused toward school goals are among the key   tasks   that   principals   must   perform   to   be  effective curriculum   leaders   in   a professional   learning   community. This   will   require districtwide leadership focused directly on learning.  School principals as a curriculum leader can accomplish this by (1) focusing on learning, (2) encouraging collaboration, (3) using data to improve learning, (4) providing support, and (5) aligning curriculum, instruction, and assessment. Taken    together,    these    five    dimensions    provide a    compelling    framework    for accomplishing sustained districtwide success for all students. Principals  must  develop  and  sustain  school  structures  and  cultures  that  foster individual  and  group  learning.    That is, principals must stimulate an environment in which new information and practices are eagerly incorporated into the system.  Teachers are  more  likely  to  pursue  their  group  and  individual  learning  when  there  are  supportive conditions  in  the  school,  such  as  particularly  effective leadership. As a Principal they should assess needs in theirs building and district, be a Leader and a team-player on several teams (central administrative, district level and building level team) have a knowledge base regarding the value of curriculum and purpose/function Principal. As a Principal they should assess needs in theirs building and district,  be a Leader and a team-player on several teams ( central administrative, district level and building level  team) have a knowledge base regarding the value of curriculum and purpose/function Principal. As a Principal they should assess needs in theirs building and district, be a Leader and a team-player on several teams (central administrative, district level and building level team) have a knowledge base regarding the value of curriculum and purpose/function Principal. Also they should be able to plan and develop the structures needed to ensure that students succeed, be able to plan and develop the structures needed to ensure that the success of theirs building contributes to the success of the district (goal alignment and common vision). Principals as a curriculum leader should be positive believe all kids can learn and attitude is everything Motivate faculty, staff, and students. Finally they should be able to plan and develop the structures needed to ensure that students succeed, be able to plan and develop the structures needed to ensure that the success of theirs building contributes to the success of the district (goal alignment and common vision). Principals as a curriculum leader should be positive believe all kids can learn and attitude is everything Motivate faculty, staff, and students.  }, keywords = {lived experience,curriculum leadership,School Principals,Phenomenology}, url = {https://jsa.uok.ac.ir/article_58072.html}, eprint = {https://jsa.uok.ac.ir/article_58072_8bc9aeef220ad24541aa7bb637323b30.pdf} } @article { author = {Abdolmaleki, Showbo and Nasiri Valik Boni, Fakhrosadat and Ardalan, Mohammad Reza and Afzali, Afshin}, title = {Evaluation of the quality of the school excellence program based on CIPP model in the secondary school's}, journal = {School Administration}, volume = {6}, number = {1}, pages = {43-61}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {       School Management Excellence is a kind of management structure that was designed and produced by an organizational excellence model to be implemented in Iran . On the one hand, given that the implementation of each program involves large investment and time spent on the active labor force, it is essential to ensure efficiency and effectiveness. the main objective of this study is , Evaluation of the quality of the quality improvement plan for secondary schools in Hamedan, Kurdistan and Kermanshah provinces was based on the Cipp  model.         Research Method: The approach of this research was a combination of a sequential exploration. In the qualitative stage, the method of analysis was used and in the quantitative stage, an evaluation approach was used. The statistical population was the qualitative section of the faculty members of the educational sciences and the experts of the school excellence project, 20 of them were selected using a targeted approach. The statistical population of the quantitative section was composed of experts, administrators and teachers of secondary schools in the Kurdistan ,Hamedaand and Kermanshah provinces, which according to the Cochran formula, 656 people Randomized cluster sampling was selected. The quantitative information was collected using a researcher-made tool. For data analysis, binomial test, confirmatory factor analysis, z score, repeated analysis of variance, using SPSS and Amos software were used.        Findings: The final results of the research confirm the appropriateness of the indices of fit and validation of the school's school management excellence assessment scale based on the CIPP model . In evaluating the quality of the Contexts of the school excellence management, the results of the Z scores, the Context of the Hamedan and Kurdistan Provincial School Excellence Scopes with 0.44 and 0.49 higher than the average in the favorable situation and Kermanshah Province With a mean value of 1.38 lower than the average in poor condition and totally with a value of 0.24 lower than the average at a weak level. In assessing the status of the internal factors in the school management excellence program in the studied provinces, Z scores showed that the quality of the inward data of Hamedan and Kurdistan provinces was 0.74 and 0.67 lower than the mean at poor levels and Kermanshah province with a value of 1.44 above average in the desired level and in total with a value of -0.71 lower than the average of poor quality. Z scores showed that the status of the processes of school management excellence in Kurdistan and Kermanshah Provinces with a value of 0.19 and 1.21 higher than the average in the optimal level and Hamedan province with a value of 1.31 lower than the average at a weak level and in total With a mean value of 0.75 lower than the average of poor quality. Also, Z scores on the quality of the Excellence Scheme of Schools in Hamedan and Kordestan Provinces with a value of 1.15 and 0.45 higher than the average are desirable, and Kermanshah Province with a value of 0.69 lower than the average at a weak level and a total of 1.70 higher than the average at a satisfactory level. Also, the results of Z scores indicated that the quality of the school management excellence in Hamedan and Kurdistan provinces with values ​​of 1 and 0.35 higher than the average, in Kermanshah province with a mean value of 1.36 lower than the mean average and zero with total the average quality is modest. In examining the difference between the quality of the themes of the excellence Contexts based on the Cipp model in the studied provinces, the results of the analysis of the variance of the frequencies of Hamadan Province F with the value of 16.84 showed that between the quality of the Contexts, Inputs, the processes and outcomes of the management excellence scheme There is a significant difference between Hamedan province school. Thus, the highest quality in Hamedan province's excellence project was related to its outsourcing with a value of 1.15 higher than the average and the lowest quality related to its processes with a value of 1.31 lower than the average. In Kurdistan province, the highest quality in the second-grade secondary school management excellence project in Kurdistan province was related to its Contexts with a value of 0.94 higher than the average and the lowest quality related to its Inputs with a value of -0.67 lower than the average. In Kermanshah province, the highest quality in the second-grade secondary school management excellence project in was related to its Inputs with a value of 1.41 higher than the average and the lowest quality related to its Contexts with a value of -1.38 lower than the average. In the whole sample, the Outcomes  are 1.70 higher than the average of the best quality and the processes with a value of -0.75 are below the average of the poorest quality.  Analysis of variance analysis of MANOVA with F = 15.98 at the level of 0.05 showed a significant difference between the quality of the Contexts of the management excellence of secondary schools in the studied provinces, as well as the Scheffe post hoc test, the difference between the quality of the provinces of Hamedan and Kurdistan Province and Kermanshah province are weak. The quality of the Inputs  in the provinces of Hamedan and Kurdistan is weak, but the province of Kermanshah is desirable. The quality of the processes in Hamedan province is poor, but the Kurdistan and Kermanshah provinces are of good quality.      The developed scale of this study, based on the nature of the evaluation research, is a kind of feedback model to solve the challenges, so the educational system can use it to evaluate its performance in this design and other similar designs. Also, considering that the results of structural equations indicate a positive and meaningful relationship between the contents of the model of the CIPP in the quality of the school management excellence project, the educational system can improve the school management excellence by improving and improving each of these themes.}, keywords = {evaluation,School Excellence,CIPP Model,Secondary Secondary Schools}, url = {https://jsa.uok.ac.ir/article_58074.html}, eprint = {https://jsa.uok.ac.ir/article_58074_6d2c131cd990c9dea7f77ed35c1e94f6.pdf} } @article { author = {Hajipourabaie, Najmeh and Abolghasemi, Mahmood}, title = {A review and comparison of the management of secondary schools in Kerman based on Tony Bush's management patterns}, journal = {School Administration}, volume = {6}, number = {1}, pages = {62-81}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {The overall purpose of this research is "study the status of the Kerman's secondary schools based on Tony Bush's management models (formal model, political model, subjective model, cultural model, collegial model and ambiguity model)" since the growth and dynamism of the educational system in each country, as one of the most influential organizations in the community's quality, need competent and experienced management in the schools and given the complexity of the role of today's school managers. The research method was mixed method (converged model) in which different, but complementary data about a topic were collected and analyzed. 2090 people of the secondary school staffs of Kerman were included in the statistical population in the quantitative section. In the quantitative phase, a researcher-made questionnaire including 43 questions was created and then was distributed in a sample of 325 people of the employees of the secondary schools of Kerman (based on the Cochran's formula) who were selected by a random clustering method (9 schools from district 1 of Kerman education and 11 schools from district 2 of  Kerman education). Data were analyzed using SPSS and LISREL software. The reliability of the questionnaire was calculated 0.93 through Cronbach's alpha and the validity of the questionnaire's structure was confirmed using factor analysis. The results indicated that the average scores of the collegial model, cultural model, formal model, political model, subjective model and ambiguity model were 2.92, 2.85, 2.66, 2.48, 2.47 and 2.14, respectively, therefore, the rate of application of all models presented by Bush in Kerman's schools was significantly below the average that its reason could be the existence of cultural, social and political differences between the two communities (Kerman and the community studied by Bush, i.e. England, Wales, etc.) or due to lack of sufficient awareness of the managers with the proposed model as well as lack of having no specific scientific & academic pattern in the school management. In Iran there are also different organizational features to other organizations (including the difference in the role of the school principal/manager, procurement and facilities, the style of evaluation, etc.). In fact, in Iran, there is a poor organizational vision to the schools as well as many differences between the school organization and other organizations, while it seems that this is different in the community studied by Bush and this also justifies the results of this study.It was also found that there is a significant difference between the use rate of the models by the managers so that the collegial model with the average rating of 5.12 was mostly used in the current situation in Kerman's schools, which is justified given the unofficial atmosphere of schools and the prevalence of horizontal communications. Indeed, the schools' managers are tended to apply and rely on the tools compatible with the collegial model by understanding their organizational conditions and the significant difference in their organizational power sources. The cultural model is rated second with the average of 4.48 in which the role of values and norms is very important on the organizational characteristics. This is also justifiable due to the importance and influences of religious culture in our society so that the role of social values and norms on the organizational structure and climate is observable in all organizations and the schools are not exceptional. The formal model is rated third with an average of 3.87, and surely none of the components of this model got higher scores than the average. This suggests the great distances of the proposed characteristics in this model with the conditions of Kerman's schools. The same conditions applied to the other three models, i.e. the political model with an average of 2.94, the subjective model with an average of 2.88 and the ambiguity model with an average of 1.36. In the case of Bush's four components in the division of the models, i.e. targets, structure, communication with environment and leadership, the results show that the highest average was belonged to the targeting characteristics of the collegial model with an average of 3.18 which states that the schools' staff will reach to agreement on the targets through the shared values. In fact, in Iran (in consequence of it, in Kerman) the existence of shared norms and values deriving from religion and culture is the source of strong interconnectedness among all people as well as organizations. The collegial model with an average of 2.92 had the highest average in the context of the structure. Because the hierarchical structure of schools is not as widespread as other organizations in Iran, and in fact, most of the works are done through participation. In the context of communication with the environment, the cultural model with an average of 3.18 had the highest average in which the school's external environment as considered as the source of values and beliefs that form the culture and guide their activities. The political model with an average of 3.28 had the highest average in the context of leadership in which the interactive leadership style was the dominant style of the managers, in which the managers are the main actors of negotiating and they try to influence on the school decision-making processes. We had research-based interviews with 15 people of university professors and leading education managers in the qualitative section who were selected using purposing sampling method. the results of this section on the four contexts of Tony Bush reveal many weaknesses in the targeting, leadership, structure and environment connections, while confirming the quantitative results based on the discontinuity of the schools' managers with none of Bush's proposed models.In fact, managerial ambiguity and confusion as well as the necessary inadequacy and incompetency of the schools' managers have caused their performance and influence to be not parallel to the desired and expected levels. Therefore, given this view, it seems despite the few positive points raised in the interviews that the conditions of school management in Iran can be one of the main defendants in the failure to fulfill educational goals of schools.Finally, considering the discontinuity of Kerman's schools' conditions with Bush's models in one hand, and in the other hand, the need to provide managerial models proportional to the educational organizations that can be the schools' managers guide in the path of evolution as well as be a framework for evaluations and planning, it is suggested that special attention be paid to more specialized evaluations while more relevant indigenous researches conducted. Because different researches show that managers' knowledge and acquaintances in the field of educational management models can provide them a better understanding of the cause of actions and the organization's conditions.}, keywords = {schools management,bush models,formal model,collegial model}, url = {https://jsa.uok.ac.ir/article_58078.html}, eprint = {https://jsa.uok.ac.ir/article_58078_ab07f00323c00f287510fbdeb87ba317.pdf} } @article { author = {Heidari, ٍElham and Sahranavard, Malihe}, title = {Working Values and Behavioral Characteristics of Net Generation and Previous Generation Teachers: An Approach to School principals}, journal = {School Administration}, volume = {6}, number = {1}, pages = {82-101}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {Throughout human history different generations living and working together. Today, three generations into the organization and work together. The first generation is the generation that includes the born between 1946 and 1964, the X generation that was born between 1965 and 1980, and the Y generations or net generation, including the born between 1981 and 2000 (Cahill & Sedrak, 2012). Baby Boomers (1946 - 1964) are generation with characteristics such as individualists, strong work ethic, competitive, self-sufficient, strong sense of responsibility and uncomfortable with technology. Also, X Generations (1965 - 1980) are generation with characteristics such as self-sufficient, Independent, environmentally conscious, somewhat comfortable with technology, challenge authority and question the government (Worley, 2011). And net generation is a generation that also refers to the millennial generation, Y generation and digital native (Kennedy et al, 2008). Net generation is a generation that was born at a certain time that was influenced by common experiences in political, social, economic and cultural events. This generation is the first generations to grow up with this new technology. Net generation is a generation that grew with e-mail, wireless devices, social networks, laptops, Internet news, text messaging and like this, in fact they are growing up and living with technology (Kilber et al, 2014). They are a generation whose communication process, instead of talking to each other, summarizes the message, the text and the image of the events that happen to them, instead of the verbal description (Hricko, 2008). Therefore, a certain digital culture dominates between them, and this is the digital culture that this generation has grown up in and has caused changes in their various dimensions of life, including changing views, tendencies, skills, and like this (Gibbons, 2007). Differences between different generations in behavioral characteristics and life style affect their work values and their job performance. Work values refer to an employee’s attitudes regarding what is “right”, as well as attitudes about what an individual should expect in the workplace (Wong et al, 2008). In their view, each generation has a unique personality that affects its work values, which they are committed to. Therefore, what pays attention to the generation of the network is not only their entry into the area of work, but also the difference in values and therefore the needs of this generation with its previous generations (Mello, 2011). In terms of work values, the net generation wants to participate and conduct group activities through the Internet with their colleagues and believe that in this way there should be no restrictions on the free flow of information and communication (Kupperschmidt, 2001). Also, they tend to have quick recruitment and promotion, supportive management, positive organizational culture, individual responsibility in job tasks, follow-up improvements and individual development, and so on (Maxwell & Broadbridge, 2014). Therefore, they have certain behavioral features and work values that different from previous generations. If such differences are not properly managed, it can cause tension in the organization. This generation has entered our organizations, including the education organization, and cannot ignore their unique behavioral values and attributes, especially in the field of education. Because, education is related to the upbringing of the new generation, and any kind of dissatisfaction and lack of attention to the needs of teachers can affect the future of a country. Also, teachers deal with students and generations that are even more digital than previous generation. In this regard, it should be noted that the entry of the net generation into the education system of the country in teacher and the lack of availability of suitable platforms for this generation can cause many problems for schools. Perhaps the least difficult is the intergenerational conflict. Therefore, the aim of this study was to compare the work values ​​and behavioral characteristics of the net generation teachers with the previous generation in the Secondary school of Shiraz. Research Method: The research method was descriptive and survey type. The statistical population included all secondary school teachers in Shiraz that among them, 320 teachers were selected by simple random sampling method. The data collection tools of this research are Net Generation Profile Scale (Barak, 2010) and work values Net Generation ​​(Garrosy et al., 2013). After calculating their validity with item analysis and reliability with Cronbach's alpha coefficient, the scale was distributed among the samples and the data were analyzed using descriptive statistics such as frequency, mean and inferential statistics such as independent T test, single sample t-test and repeated measures analysis of variance. Findings: The findings showed that in all behavioral characteristics, the mean scores of teachers born between the ages of 1981 and 2000 are higher than those born before 1981 and are more adaptation with the characteristics of the net generation. Also, there is a significant difference between the behavioral characteristics of the net generation and the previous generation of teachers. In addition, among the teachers' working values, the mean of each dimensions of the focus of work, leadership, and power was less than theoretical mean. While the mean dimensions of non-compliance with organizational norms, the challenge with technology and the balance between work and life are higher than theoretical average and the difference between these mean and the mean of theoretical is significant. Also, the highest mean among the different dimensions of work values related to work-life balance, and there is a significant difference between the work values of the generational net teachers and their previous generation. So that in each dimension of work orientation, non-compliance with the norms of the organization, the balance between work and life, leadership and power the highest mean belongs to the net generation and in the dimension of the challenge with technology the highest average belonging to the previous generation. Another finding of this study is that the highest mean work value among the previous generation teachers is related to the technology challenge and the lowest mean teachers is related to the leadership, and among the net generations, the highest mean is related to the balance between work and life, and the lowest mean is related to the Leadership, while the difference between the mean score of the work value of both groups of teachers is significant.}, keywords = {Network Generation,Network Generation Values,generational studies,Education}, url = {https://jsa.uok.ac.ir/article_58036.html}, eprint = {https://jsa.uok.ac.ir/article_58036_bbe9746da2fbc70ca6a574d128df4a31.pdf} } @article { author = {Hatamian, Jamal and Zienabadi, Hassanreza and Abdollahi, Bijan and Abbasian, Hossein}, title = {Identifying the antecedents and the consequences of professional learning community in primary schools : a qualitative study}, journal = {School Administration}, volume = {6}, number = {1}, pages = {102-120}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {School is the foundation of any development and change in society. Due to extensive changes in the worldwide during 1980s and early 1990s, revising and developing the educational system in many countries were felt. Because of  the low level of students' scores in regional, national and global tests, the high expectations from the education system, the growing number of students who were interested in studying at different levels of education due to high cultural, social and economic differences and demands, the Widespread economic developments at the regional , national and global levels, the growing need for teachers and administrations to be more effective and efficient , and paying  more attention to education through the global, national and regional media, newspapers and specialized journals according to their scientific findings; These questions  were posed: How can schools be created to pay attention to the growing demands of society? How can students improve their learning in this continually changing worldwide? How can the demands be responded according to the outside world? How can partnership and cooperation be developed in schools? How can we have teachers and administrations with high professional competence? Because traditional methods in education and training did not have the necessary effectiveness and efficiency. In the same way, if the traditional methods were to continue, there was a certain defeat. The professional learning community is an approach that began in the beginning of 1990s. The reason for the emergence of such an approach was the great changes in the external and internal environment of the school that existed before the 1990s. During that period, all organizations began a massive struggle to survive in a turbulent environment. So they tried to move towards the organizational learning and then the learning organization. Schools began to change like other organizations. Professional learning community approach created a new horizon for schools in order to move toward the learning organization. Since by building school as the professional learning community; school and society would gradually be guided toward flourishing, growth, development and long life learning. But what is a professional learning community? It is an approach which is based on partnership, positive and flexible interaction, coherence and coordination with inclusive and large changes, with a relatively small number of official hierarchical levels and flexible boundaries between components and units that are sensitive and responsive to the environment. This approach can empower teachers and develop their competencies and professional skills in a partnership-based team and group to act as entrepreneurs. Cooperation, participation and interaction in this approach have high value and credibility. In this community, the gap between teachers who are highly qualified and skilled is minimized and collaborated together to improve students' continuous learning in a collaborative atmosphere. Creating an atmosphere of honesty and delegation of authority at school and continually learning is very important .The main purpose of this study was to identify the antecedents and the consequences of a professional learning community in primary schools of Tehran province cities in order to develop its theoretical foundations by applying the qualitative method study. Research Method: In order to answer the first and the second questions, the qualitative research design (phenomenography strategy) was applied. Phenomenography strategy is one of the qualitative research methods. The great thing about applying this method is that considering the nature of the exploration of the research is very important. So it seems to be fully justified in terms of a phenomenon that is exploratory rather than confirmatory. The potential contributors were university professors in Educational administration, doctoral students or alumna PhD in Educational administration and successful administrators, educational assistants and teachers working in the primary schools in Tehran province cities. As a result, 26 persons who were included  university professors(8) ,doctoral students or alumna PhD in educational administration(8) and successful administrators, educational assistants and teachers working in elementary schools of Tehran province cities(10) were selected through targeted theoretical sampling and the strategy of maximal variation guideline to reach the theoretical saturation. In this part the data were collected from semi-structured and in-depth interviews. Qualitative data analysis method was the inductive content analysis with coding and has been performed at three levels: open, axis, and selective.  The qualitative data validity were confirmed by the interviewees and applying other methods such as data source triangulation and transferability. In order to determine the reliability, the method of agreement between two encoders (the interstitial agreement) has been applied. The results were over 0/80 reported. Findings: Data analysis based on phenomenography method. By emphasizing the participants point of views , the antecedents of the professional learning community were identified in four dimensions with 43 indicators:1-educational leadership supporter of a professional learning community (12 indicators), 2-organizational culture supporter of a professional learning community (13 indicators), 3-participative learning supporter of a professional learning community (12 indicators), 4- organizational structure supporter of a professional learning community (6 indicators) and the consequences of the professional learning community were identified in three dimensions with 26 indicators: 1-contineouse improvement of teacher performance in a professional learning community (12indicators),2-feeling of belonging to work and school in a professional learning community (7 indicators) 3- feeling of happiness with work and school in a professional learning community were identified. These Findings showed that by providing the necessary conditions as the markers of professional learning community identified, we can make primary schools as a learning environment.Schools applying a professional learning community can improve their abilities to deal with environmental changes in order to be responsive to their needs.These schools differ in terms of curriculum content, learning methods, school leadership methods, culture, school environment, and structure. The importance of collaborative learning and the degree of teacher professionalism differ from the traditional schools. Also, this kind of schools try to engage their staff in continuous improvement, proposing new educational approaches and methods with different learning structures. In order to achieve their goals, they are looking to implement new plans. The success and development of the students, the sense of belonging and the satisfaction of teachers and staff are their priorities. For their own development, new curricula, educational software, advanced education and better educational and scientific services are provided. There is a constructive relationship among the administrations, the teachers and the staff. These schools have strong human resources, supportive, participatory and distributive leadership, organizational culture with an innovative and positive climate with specific goals and positive trust with dynamic, viable and facilitating processes. Educational leaders in these schools are working to provide a common insight into the school, a sense of partnership and support throughout the school.Creating a sense of belonging to the school by assigning responsibilities to teachers and other staff is vital. In general, the school is in line with positive developments and innovations.}, keywords = {The antecedents,the consequences,professional learning community,qualitative research,phenomenography}, url = {https://jsa.uok.ac.ir/article_58270.html}, eprint = {https://jsa.uok.ac.ir/article_58270_5cc4c91bb4c2210128a96998f590f4d1.pdf} } @article { author = {Molanai, Salahedin and Arman, Sina}, title = {Green school: Managing the use of plants in schools and their role in humanizing modern schools.}, journal = {School Administration}, volume = {6}, number = {1}, pages = {121-134}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {The school is a place where children, with the help of their friends, learn their knowledge and information from the knowledgeable individuals and in the long time with these activities, they also acquire social skills. Today, with changing lifestyles people and the gradual move away from nature by living in modern buildings, Relationship between children and nature has fallen and mechanical properties of modern buildings have a negative impact on their behavior. Green Schools prepair students to deal with social and environmental developments and they connect students with the community and environment. Modern schools in the developing countries are formed on the basis of a mechanical ideology.   These buildings are large machines that enclose users in frameworks and control user behavior within the space. Ultimately, if we look at these schools as a big system, this system attracts different people and, after educating them, will deliver people with similar attitudes to the community.  Here are two important issues: first, no one in this world is created the same, and everyone is different, and the other is that these schools do not have the flexibility to flourish the various talents of the students and deal with everyone in the same way Green schools are part of society that Raises students' readiness to face environmental and social changes. These schools are the first social spaces where children enter and Raise the relevance of school students with the community and the environment. Human schools are made exclusively for the education of children. In this tutorial, the student sees a different education based on his interests. In these schools, students do not see the same education and they do not force them into specific training.   The educational spaces of these schools are designed in such a way that students discuss the phenomena individually, under the supervision of the teacher, and obtain their findings through experience and experimentation. this schools have diverse spaces that allow students to perform different activities. These spaces are designed to discover and develop different students' talents.The results of these schools are diverse people whose talents have flourished. The flexibility of the spaces in these schools causes the various activities that each person performs according to his or her interest. Questions such as (What are the advantages of human schools to mechanical schools? or How can plants convert modern school to human schools?) This study deals with this question and the paper tries to answer this question. In order to answer these questions, Tests were performed on boys' primary school in Sanandaj city to assess the impact of plants on students in different place of school. Research Method: This research was conducted over a period of about nine months and the research data (initially with the collaboration of students and then by the authors) were collected and analyzed. The aim of this study was to investigate the effect of plants on students' performance in classroom, lobby and yard. In the next stages of the research, this experiment was re-examined at different times, thus, the shortcomings of the initial collected data were corrected and the probability of the accuracy of the observations and research information increased. These conditions took place at the Shahed Sanandaj elementary school. The results of this research are the same for all modern schools. All stages of the study were conducted in such a way that the participants unequivocally expressed the level of impact of the plants on the educational spaces in an honest manner. According to the above, during the research, three packets of information, including personal observations of the authors, answers to questions from questionnaires and interviews, documentation and visits that took place with students were classified. The main part of the information collected was observation, and two other data sets were simply collected to validate the main data of the research. After gathering information and categorizing them into two parts of green educational environments and non-plant learning environments, the behavior, activities and attitudes of space users were analyzed and evaluated. According to researches done in this field, laboratory spaces are decorated with a good amount of plants that give a positive result. There were 10 plants in the classroom, 22 in the school lobby and 50 in the yard, and all activities of the children were monitored for 14 days and students' behaviors were examined in different plant settings. All details of the tests and observations were extracted and grouped in tables. Information in this article was gathered through field studies and finally with commentary and analysis of the collected information. A report on the findings is presented in the article. In final assessment based on ideas, that users say and results obtained from the relevant studies have been done. There are many modern schools in Sanandaj. The main goal of this study is to reduce the modern and uniform aspects of the spaces by bringing plants to these spaces.   Result: The results of the research show that the plants play a significant role in the modernization of modern schools. Further, the results indicate that the plants in the educational space are comfortable, beautiful, clean, flexible, good, relaxed, vitality, intimacy and encouragement in the educational environment Increase the sense of control and direct visibility of students. In different educational spaces, it is better to use plants that fit the function of the spaces. In the next step, the plants were classified according to the educational spaces and finally, the limitations of the present research and suggestions for future research are presented. In a general review of the subject, we found that seventy-eight percent of the participants in the plant-based educational spaces considered the space more humane. The initial analysis of the data collected by the researchers showed that the plants are generally efficient in these spaces, but for students with a higher age, this effect is less. The study also found that students have a negative influence on plants that need more concentration and thought, and should not use plants in these spaces, such as the library.  }, keywords = {Effects of plants,schools,humanism,management}, url = {https://jsa.uok.ac.ir/article_58080.html}, eprint = {https://jsa.uok.ac.ir/article_58080_5201e0f95adbefad33bd231d908e0d06.pdf} } @article { author = {Hasani, Rafigh and Xezri, Mohsen}, title = {Structural Equation Modeling of Relationship between Cultural Intelligence and the school Culture}, journal = {School Administration}, volume = {6}, number = {1}, pages = {135-152}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {Each school has its own culture, influenced by the thoughts and actions of managers, teachers and students, and influences new members. The school's culture reflects the personality and identity of the school, and it is this feature that distinguishes a school from another school. School culture influences how students learn the teaching process and how parents support their school education programs. The school's cultural context involves the attitudes, styles, values and patterns governing the school, and they form a particular school culture. In the meantime, the role of cultural intelligence in creating school culture is also a new component that attracted the attention of researchers. Cultural intelligence is a new domain of intelligence, which has a lot to do with cultural work environments. For better performance in schools with different and diverse cultures, manager's is needed to manage cultural diversity at the school's level and use it to achieve the goals of education. Such managers, with high cultural intelligence, can more effectively adapt to the school culture and subcultures and to better accept cultural diversity. The study aimed to formulate and test structural equation model of relationship between school administrators’ cultural intelligence and school culture. Research Method: The research method is descriptive-correlation using the causal modeling method or structural equation model. A two-stage approach was used to analyze the data. The first step was factor analysis and the second step was the structural equation model and statistical population includes all directors, assistants and teachers of Mahabad secondary schools. According to the latest statistics, statistical population is 370 people. Firstly, 221 people were selected as sample through calculating sample size, using Cochran equation and multi-stage cluster sampling method. The research tool was a questionnaire in order to collect data and its validity and reliability was confirmed before its implementation. To measure school culture, a questionnaire (Lezotte, 1991) was used; it included seven components of a safe and secure environment, a high expectation, educational management, a focused and transparent mission, constant control of student progress and home-school relations, and learning and time opportunities of Students for homework. Cronbach's alpha method was used to determine the reliability of school culture questionnaire. Total reliability coefficient 93/.  Calculated. To measure cultural intelligence, a questionnaire (Ang, Van Dyne, Koh, Ng, Templer, Tay & Chandrasekhar, 2007) was used; it included four metacognitive, cognitive, motivational, and behavioral components. Cronbach's Alpha Cultural Intelligence Questionnaire 91/. Calculated. Structural equation modeling and Pearson correlation coefficient were used to analyze the data. Finally, data were analyzed in descriptive and hypothesis test sections. Findings: The research findings showed that fitting goodness indicators of model are well fitted and there is significant relationship between cultural intelligence of school directors and school organizational culture. The results obtained from the indicators of goodness of fit of the model show that the obtained results are meaningful according to the degree of freedom (P≤0.01); however. The Root Mean Square Error of Approximation (RSMEA) for the model is also 0.07, for good models it is less than 0.05  and for acceptable models less than 0.08, for weak models larger than 10/0, and therefore For the current model it is acceptable. Adjustable goodness index (AGFI) for model 0.86, Normed Fit Index (NFI) of 0.75  and Comparative fit index (CFI) of 0.85. These indexes for good models are 0.90 or higher and for acceptable models are 0.80 and are acceptable in the present model. According to the indicators, it can be said that this model has acceptable relative fit. Also, the results showed that there is positive and significant relationship between cultural intelligence dimensions including metacognitive (R = 0.46), cognitive (R = 0.24), motivational (R = 0.16) and behavioral (R = 0.18) dimensions and school culture. It can be argued that the levels of cultural intelligence of managers are an important factor in the cultural behaviors that managers show up. Managers believe that their cultural leadership roles will increase when their level of cultural intelligence increases. In the same way, they believe that the behaviors and roles of cultural leadership of managers decrease when their levels of cultural intelligence are reduced. So, it can be said that managers, depending on the high levels of cultural intelligence, can show cultural leadership behaviors. In other words, the cultural leadership roles of school principals can be explained to some extent by relying on their level of cultural intelligence. Cultural intelligence helps managers to quickly and correctly understand the various cultural components of behavior appropriate to each of them. Also, due to the fact that a significant part of the skills and capabilities of cultural intelligence are acquired, organizations must consider the role of develop managers and using formal and informal education to improve cognitive and behavioral intelligence skills of managers. Today, organizations need effective and efficient employees in order to achieve their goals for comprehensive development and overall, the efficiency and effectiveness of organizations depends on the efficiency and effectiveness of human resources in those organizations. Therefore, moving towards increasing cultural intelligence among human resources is one of the main tasks of organizations and is necessary. Regarding the findings of the research, considering the significant relationship between the dimensions of cultural intelligence with organizational culture components, it is suggested that more attention be paid to cultural intelligence in the selection and appointment of educational managers, and the features that can develop communication skills in organizations, more Considered by top managers and school administrators. Holding workshops and courses, such as in-service, can make school administrators more familiar with cultural instructional learning practices in schools. It is suggested that education officials, with in-service programs, familiarize their staff and managers with different dimensions of cultural intelligence and organizational culture of schools and their promotion areas in order to increase collaboration among staff.}, keywords = {cultural intelligence,school culture,Modeling the Structural Equation,Secondary high Schools}, url = {https://jsa.uok.ac.ir/article_58076.html}, eprint = {https://jsa.uok.ac.ir/article_58076_a5453f53e66bfce8a9309b83fd44930b.pdf} } @article { author = {Naemi, Ali mohammad}, title = {The Influence of Spirituality training on the Organizational commitment, Employee Retention and Employee Engagement of Primary school principals}, journal = {School Administration}, volume = {6}, number = {1}, pages = {153-168}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {Education is essential for sustainability and development of any society. Reaching to this goal could not be possible, except with using effective management of educational organizations. Commitment is one of the important issues of management and leadership in organizations that has a significant impact on the quality of services, popularity of organization and its success. Therefore, any organization tries to increase the organizational commitment of its employees because the organizational commitment affects the employee retention. On the other words, the employee retention and organizational commitment with a similar manner have emphasis on creating, keeping and improving relationship between individuals and organization. One of the factors can influence employee retention is job engagement in educational organizations. Organizational commitment, employee retention and employee job engagement, productivity and efficiency are among the most important issues of organizational management. Spiritual values at work means that the individuals and organizations consider working in a spiritual path, in an opportunity to grow and contribute to the society in a meaningful way, attempting to develop their values more fully in the work. This study was done to determine the effectiveness of spirituality training on organizational commitment, employee retention and employee job engagement of the administrators of primary schools of Sabzevar city. Research Method: This study was semi -experimental and pretest-posttest with control group. The statistical population of this research was all administrators of primary schools of Sabzevar in the academic year 2015-2016 that 30 administrators of primary schools were selected by available sampling method and randomly assigned to two experimental group (15 persons) and control group (15 persons), then both groups were given pre-test. The experimental group received spirituality training during 10 sessions (each session 90 minutes), while the control group received no intervention. After completing the training program, the two groups were given a post-test. Data was collected using questionnaires of organizational commitment, employee retention and employee job engagement that their validity and reliability have been reported to be desirable. The organizational commitment questionnaire was developed by (Meyer, Allen & Smith, 1993). This questionnaire has three ty­­pes of ethical, normative and continuous commitment with 24 items (each component is 8 questions). Meyer et al. (1993) reported the reliability of this questionnaire by Cronbach's alpha for emotional commitment of 0.88, normative commitment 0.81 and continuous commitment of 0.84. (Jazayeri, Neami, Shokrkon, & Taghipour, 2006), the reliability and validity coefficients of this questionnaire were 0.85 and 0.45, respectively. In this study, the reliability coefficients of this questionnaire were calculated using Cronbach's alpha method for emotional commitment of 0.82, normative commitment 0.82 for continuous commitment 0.81 and for the whole scale of 0.85. The employee retention questionnaire was developed by (Potter, 1983) and consists of 24 questions in the five-point Likert scale (very low = 1, low = 2, average = 3, high = 4 and very much = 5). The reliability of this questionnaire was reported by (Salanova, Agut, & Peiro, 2005) 0.88 and its validity was 0.73. (Hasani, 2012). The reliability of this questionnaire was 0.72 for Iranian employees and 0.69 for Cronbach's alpha. Employee job engagement was measured using Schaufeli & Bakker 2003 scale. This scale has 17 questions with a Likert scale of 7 degrees. The components of this scale include professional energy (6 questions), professional sacrifice (5 questions) and professional fascination (6 questions). The reliability of the components was reported by Cronbach's alpha from 0.68 to 0.91 (Schaufeli & Bakker, 2003) and for the whole scale of 0.92 (Mauno, Kinnunen, Ruokolainen, 2007). The convergent validity of this scale was reported in the Canengo Job Involvement Questionnaire (1982), 0.71 and its reliability was 0.87 in the Iranian society (Ghanbari, Ardalan, Zandi, & Seif-Panahi, 2015). The reliability coefficient of this scale in this study was 0.89. After selecting 30 primary managers and replacing them, they were randomly divided into two experimental groups (15 people) and control (15 people), all participants were pre-test. Then, the experimental group received 10-week sessions (10 sessions per week) for an Islamic-based spiritual training intervention program by a specialist and the control group for the purpose of maintaining ethical issues until the end of the study in the list waiting remained. One week after the end of the educational program, both groups were subjected to post-test. Educational sessions were developed based on psychological and spiritual interventions by Richard & Bergin (2005) and with the help of the spiritual skills training package (Boulahari 2012) with an Islamic approach. Findings: The collected data was analyzed using descriptive statistics methods (including percentage, mean and standard deviation) and inferential statistics (covariance analysis with consideration of prerequisites, including Kolmogorov-Smirnov test, homogeneity of variances and regression slope) with the help of SPSS23. The results showed that spirituality training had a positive and significant effect on organizational commitment of primary school managers and predicts 37% of organizational commitment variance. Also, the results of the study showed that spirituality training has a positive and significant effect on employee retention levels of primary school managers and predicts 41% of the variance in human resources sustainability. In addition, the present study showed that spirituality training has a positive and significant effect on employee job engagement of primary school managers and predicts 26 percent of variance in on employee engagement. Therefore, spirituality training has a significant effect on of organizational commitment, employee retention and employee job engagement of the administrators of primary schools. The limitations of this study emphasized spiritual training with an Islamic approach to organizational commitment to employee retention and employee job engagement, while factors such as age, family status, career opportunities, learning, good benefits, promotion, labor market, title occupation, organizational justice and effective communication with senior managers can affect these variables that were not addressed in this study. In addition, the findings of this study belong to primary school managers of Sabzevar, which may have different results in other sections and locations. It is suggested that future research should look at the variables that can influence the organizational commitment, employee retention and employee job engagement of teachers in different sections and locations.}, keywords = {Spirituality training,Organizational Commitment,Employee Retention,Employee Engagement}, url = {https://jsa.uok.ac.ir/article_58071.html}, eprint = {https://jsa.uok.ac.ir/article_58071_1673b20082b39a18b9d5caa41bbe77db.pdf} } @article { author = {Farhadi Rad, Hamid and Elhampoor, Hosein and ِDoosti, Donya}, title = {Modernization in School choice Mechanisms: An investigation into school choice criteria of high school students.}, journal = {School Administration}, volume = {6}, number = {1}, pages = {169-188}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {      Policy makers, economists, educational researchers, teachers and even parents around the world argued about various forms of school choice and its effects on quality of schools, student achievement and family school-satisfaction over the last years. The main strategy that was frequently used in Iran and many other countries was neighborhood schools mechanism. Based on this strategy school costs for students, government and families was lower but student achievement improve throughout the education system, student innovation, school population, methods of instruction and school governance still are problematic and challenging. So governors and parents thought about provide an alternative plan to neighborhood schools strategy. In Islamic Republic of Iran although many policies are available to school choice including open enrollment, magnet schools, online schools and charter (Non-profit) schools- that aimed to cover %25 of Iranian students- but the most prominent school choice policy in public even private sector is neighborhood schools.      Although there are still considerable number of students choose their education places based on their place of residence, the number of students who are consciously looking for better school quality are increasing. These students are looking for higher levels of learning quality, attractive and diverse programs for education, vivacity and side programs. This is undeniable that public education systems are inherently problematic to meet these emerging needs of stakeholders. In fact, to provide high quality schools with diverse training programs, the establish educational campus that students decide about content of curriculums, teachers or even parents had practical trainings to improve the quality of learning and so on, are not in governments’ preferred program list because of dramatic increase in costs and other financial challenges in public sector. Therefore in most public education systems, students select their schools on the basis of neighborhood and proximity to school or similar standards that decline costs of student education. This will make schools ineffective and inefficient because of two reasons. On the one hand, schools with stable students do not try to more student enrolment and have to succeed because they have access to monopoly applicants and they have to choose the schools they want. On the other hand, students who seek diverse educational programs will not be able to answer in these systems because government systems operate in a largely the same way and the single program does not respond to the various educational needs that students will require (Levine 1995 quoted Nafisi, 1380: 440).      Based on above discussions main purpose of this study was to identify the factors influencing the school choice by secondary school students in Ahvaz. The statistical population of this study included 41819 students studying in the academic year 1395-1396 (21860 boys and 20031 girls), of whom 381 were selected by Cluster sampling method. To identify the factors affecting on school choice, a made-questionnaire including 41 items that was scored based on Likert scale was used. In this research, Cronbach's alpha test was used to measure the reliability of the questionnaire, and to ensure the validity of the tools, content validity and construct validity were used. Descriptive research method and exploratory factor analysis were used to analyze the data. The results of principal components (PC) exploratory factor analysis showed that three main factors affecting the school choice are as follows: The first factor was school empowerment (Eigen value: 14.388 and the explained variance: 36.3%), the second factor was the school Physical structure (Eigen Value: 3.033 and The explained variance: 7.397) and the third factor was the school external reputation (Eigen value: 2.328 and the explained variance: 5.677). Overall 49.4374% of variance of school choice is explained by the above three factors. Also, the results show that there is a significant difference between the criteria for choosing school for non-profit school students and other public schools.        In school empowerment authors argued that students tend to study in empowered schools because they are own characteristics that create competitive advantages for them. Empowered schools component included variables such as high quality and various training programs, qualified teachers, approved curricula, provide new technologies for better learning in school, shared decision making about content of educational programs and prepare students for the job market. Such school characteristics are more compatible with the market approach in economic systems and will be welcomed and demanded to study. The physical structure of the school is important for students. The results of this study show that the school's physical structure explain %7 of students' school choice variance. The roots of this thought can be traced to this believe that better education is possible in a limited and controllable learning environment. Some students prefer to study in schools with a specific enrollment rate. In other words, schools with limited students’ number are able to provide more learning opportunity for students. This is another emerging criterion for choosing a school. This component includes games and sports space, conference halls, libraries, and so. School external reputation is more important for non-profit schools. Advertisements, branding, accreditation and quality assurance can effect on external reputation of schools.       In general, based on the results of this study, there is a significant difference between the choice pattern of non-profit high school and other high school students. Nonprofit high school students are more likely to use market mechanisms. This is consistent with the logic of building non-profit schools, since the foundation of nongovernmental schools is based on the creation of quality education with the participation of individuals and non-governmental organizations (private sector). Lastly, many of the emerging criteria of a new age in the past were not taken into account for various reasons, such as financial or conceptual reasons. Today, education is considered to be the goal of long-term education, meaning the massive investment of society and individuals on their abilities, the human capital theory, and therefore the choice of school is not justifiable in terms of access to quality education in the form of proximity to the place of residence, and new criteria There is for it. The results of this study can be used to introduce some of these criteria conceptually and operationally in policy-making in educational systems as well as in families for the optimal choice of school.}, keywords = {school choice,school capability,school physical structure,external school imagination,secondary school students in Ahvaz}, url = {https://jsa.uok.ac.ir/article_60882.html}, eprint = {https://jsa.uok.ac.ir/article_60882_980da3c16aed024a7e2e5bc7dba8e727.pdf} } @article { author = {Rafiee, Mohsen and Barghi, Isa}, title = {Identifying the Representations of the Deviant Workplace Behavior and Examining their Relationship with Organizational Justice and Quality of Supervision of Instruction programs in Schools}, journal = {School Administration}, volume = {6}, number = {1}, pages = {189-205}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {The present study aimed at identifying the representations of the deviant workplace behavior of the staff working as the teachers of the schools of Tabriz and examining their relationship with organizational justice and supervision of instruction programs. Behaviors that threaten the organization by violating labor laws are called deviant behaviors. According to the related literature, organizational justice is an important variable in predicting deviation behaviors. Also, educational supervision and guidance – as a model for the development of school staff – can contribute to the occurrence or non-occurrence of the deviant behaviors.  So, in this article, we are looking for answers to the following general questions. First, what are the deviant behaviors of teachers? Second, do deviant behaviors have a relationship with organizational justice? Third, can supervision and guidance programs prevent teachers from committing deviant behavior? The study adopted an exploratory mixed-method research design. A qualitative method has been used to identify the representations of the deviant workplace behavior, and a quantitative method has been adopted to examine the relationship between the deviant workplace behaviors and the supervision and guidance programs. The research population has been comprised of all male teachers of Tabriz city (2250 individuals). For the qualitative part of the study, the theoretical, purposive sampling was used and 16 teachers were selected to participate in the interview, while two-stage cluster sampling was employed for the quantitative part of the study. To this end, each of the five educational regions of Tabriz was considered a cluster and regions 2 and 3 were randomly selected from among these 5 clusters. Then, from 130 schools and 841 teachers in the regions 2 and 3, 40 schools and 245 teachers were randomly selected based on Morgan's table, and questionnaires were distributed among them. The deviant workplace behavior questionnaire, prepared based on the results obtained from the qualitative section of the research, was used to measure the teachers' deviant behaviors. The questionnaire had a total of 30 items, and each of them was designed based on a 5-point Likert scale: never (1), rarely (2), usually (3), often (4), always (5). To confirm the content validity of the questionnaire, five educational management specialists examined the questionnaire. The reliability of the deviant behavior questionnaire was 0.80. In order to measure the supervision and guidance programs, Turkzadeh and Nowroozi's (2010) scale with the reliability rate of 0.87 was applied. In the qualitative section, open source coding was used to extract information from the interview data. In the open coding process, the data was carefully examined. For this analysis, the analytical techniques proposed by Strauss and Corbin (2006) were used. Concepts comprised the main analysis units of the open coding phase. The findings of this study were classified in two general categories, four core categories, and 23 subcategories. Teachers' deviant behaviors were identified in two general categories including organizational and interpersonal deviant behaviors and four core categories involving process-oriented, political, financial and interpersonal deviant behaviors. Regarding the quantitative findings, the mean of teachers' scores in the deviant behavior variable is 2 out of 5 and its standard deviation is 0.7. Concerning the organizational justice variable, the average witnessed justice in the teachers' viewpoint is 3.1 out of 5 and its standard deviation is 0.9. The results of regression analysis revealed that the organizational justice variable with a beta score of 0.316 affects the deviant workplace behavior more than all other independent variables and this effect is negative, indicating that the greater the organizational justice, the less the rate of inclination toward committing the deviant behaviors. After the organizational justice variable, the supervision and guidance variable has a beta score of 0.111 which has a relatively modest effect on the deviant workplace behavior, indicating that the more the supervision and guidance of the teachers is, the less their tendency towards deviant behavior will be. The variables of work experience and educational level were excluded from the equation due to the lack of significant correlation with the deviant behavior variable. In interpreting the results obtained from the qualitative section of the research, it can be said that the process-oriented and interpersonal distortions are greater than the financial and political distortions. This can be understood by looking at the subscale of the process-oriented and financial deviation behaviors. The lack of seriousness in performing the assigned tasks has had the highest rate of deviation in the process-oriented category, and gossiping about the coworkers has had the highest rate of occurrence among the interpersonal deviations. The main reason for underworking and imprecision in work can be said to be that teachers do not consider their salary and bonuses proportionate to the amount of work they are expected and so, they try to respond to this perceived injustice through negligence and underworking. In addition, gossiping about others can be attributed to the incorrect cultural tendencies that are prevalent in the country, to the extent that all layers of the society have somehow been involved with this deviation. The origin of this behavior might be attributed to the lack of the indifference of the community members to each other. In Western countries, this phenomenon is less apparent due to the indifference of individuals towards each other. According to the results of the study, it might be suggested that the supervision and guidance programs be firmly included in the school curriculum, and the guidance of the teachers be considered as an approach to the reduction of the deviant and harmful behaviors. Moreover, teachers' understanding of injustice in salary and bonuses should be verified and if the results show the authenticity of their perception, measures should be taken to proportionate the salary and bonuses. Further applied research on the impact of organizational justice, national culture, and professional ethics on the deviant workplace behaviors might also be carried about.}, keywords = {Deviant workplace behavior,Organizational Justice,Supervision of instruction programs,School teachers}, url = {https://jsa.uok.ac.ir/article_60863.html}, eprint = {https://jsa.uok.ac.ir/article_60863_362ed89b53d49748ddd049bff924292a.pdf} } @article { author = {Sadoughi, Majid and Ghafari, Ozra}, title = {Relationship between Academic Support with Academic Burnout among High School Students with The Mediating Role of Quality of Life in School}, journal = {School Administration}, volume = {6}, number = {1}, pages = {206-226}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {Several key factors affect students’ academic performance. One such important factor is academic burnout which has recently attracted considerable research attention. Burnout is a syndrome of emotional exhaustion, depersonalization, and reduced personal integrity which results from chronic stress, heavy responsibility, time limitation/shortage, and lack of necessary resources and support for performing tasks. It usually occurs in occupations offering human services. Burnout is nowadays considered in academic situations and contexts, leading to being named as ‘academic burnout’. In school context, academic burnout refers to a state of negative feelings, lack of interest in fulfilment of the expected tasks (depersonalization), feelings of exhaustion due to academic expectations and requirements (emotional exhaustion), and finally feelings of inefficiency (ineffectiveness). Burnout could lead to several negative psychological consequences among students including emotional disturbances, negative affects, anxiety, depression, and low self-control. Therefore, it is obvious that academic burnout could have many negative consequences in terms of mental, psychological, and physical well-being. It seems academic support is an important factor which could play a key role in preventing academic burnout among students. The provision of academic support, whether it be direct or indirect, can increase learners’ interest, which can, in turn, significantly improve achievement. Academic support can take a vriety of forms. This can be either emotional, instrumental, or cognitive support. It can also include a combination of all of these different support types. It seems that the level of improvement in echievement can be determined by the kind, level, and the type  of academic supports that are provided. Academic support could be provided from different sources, namely, parents, peers, and teachers, with each playing a distinctive role. These sources transmit values and expectations to students, offer them guidance, feedback, a secure atmosphere to fulfill them, and provide them with emotional support. In addition, the quality of life is a significant environmental factor, which can affect academic burnout. The quality of life at school has received much attention due to its importance in students’ lives. It is defined as students’ objective and subjective well-being as well as their general satisfaction in terms of positive and negative experience resulting from school activities. Forming students’ general perception of welfare, well-being, and their general satisfaction, these positive and negative experiences are the result of students’ involvement in school activities, the amount of happiness experiences, and positive and negative feeling, which show students’ satisfaction with their physical presence, emotional and social relationships, and daily school activities. Research indicates that receiving sufficient social support from family members and friends leads to higher satisfaction among students. Also, some studies have shown that social support could result in decreased emotional exhaustion by developing a desirable perception of the learning environment and academic quality of life. Moreover, appropriate academic support could predict higher social integrity, better academic quality of life, and decreased emotional exhaustion and disinterestedness. All in all, identifying predictive factors of academic burnout and determining their influence on learners’ academic performance are considered highly important for controlling academic burnout in educational psychology. The present study aimed to explore the relationship between academic support and academic burnout by considering the mediating role of quality of life in school among female students. Method: This study was descriptive with a correlational design. The statistical population was all female second-round high school students in 2016 in Qom, Iran. Based on Krejeci and Morgan’s Table, 357 students were selected via stratified random sampling. The data collection instruments included Maslach Burnout Inventory, Sands and Plunkett Academic Support scale, and Ainley and Bourke Quality of life in School Questionnaire. It is noteworthy that the reliability of all the instruments were calculated, and acceptable levels of Cronbach’s alpha were achieved and reported. The obtained data were analyzed using descriptive statistics as well as inferential statistics including Pearson Product Moment Correlation, Hierarchical Regression Analysis, and Sobel Z Test. Results: The correlation results indicated that there is a statistically significant negative relationship between academic support and quality of life in school, in one hand, and sub-scales of academic burnout including academic disinterest, emotional exhaustion, ineffectiveness, on the other hand; moreover, there was a statistically significant positive relationship between academic support and quality of life in school. As to Hierarchical Regression Analysis, the results showed academic support can predict academic burnout, and quality of life in school has a mediating role in the relationship between academic support and academic burnout. Discussion & Conclusion: The findings of the present study are in agreement with those of several other studies. This could be justified by considering the fact that any interpersonal relationship between the students and teachers which is indicative of a supportive relationship leads to academic interest among students. Additionally, the more logical expectations parents have from their children and the more academic support they provide, the less lack of interest the students will experience. Moreover, academic support could possibly help students to more successfully cope with their academic stress. Therefore, social support from parents, friends, and teachers prevents academic burnout and protects students against it. Student receiving enough academic support pay close attention to their abilities and competences and do not consider their incompetence and weaknesses as barriers to their success. Increased support from parents, peers, and teachers leads to increased hopefulness, self-efficacy, satisfaction with school, and in turn, increased academic adaptation. On the other hand, students’ quality of life at school is affected and shaped by many factors including family, friends, teachers, scientific and recreational facilities, freedom of speech, free time, values and cultural differences, parenting styles, fairness, self-control, and more importantly, their interactions. Based on the findings, it should be noted that the quality of life at school could predict students’ academic burnout and be affected by difficult and irrelevant tasks and activities, limited recreation, and lack of control and academic support. Consequently, this can lead to an increase in negative feelings and a decrease in abnormal behaviors, unusual absences, and mental and physical health. Accordingly, different forms of academic support like efficient teaching, fulfilling needs, and holding happy classes could lead to improvements in quality of life at school and generally decreases in students’ academic burnout. Overall, the findings imply that academic support has a preventive role in developing academic burnout; furthermore, careful planning and effective interventions should be performed to enhance students’ quality of life and their academic guidance.}, keywords = {academic support,academic burnout,quality of life in school,Students}, url = {https://jsa.uok.ac.ir/article_58070.html}, eprint = {https://jsa.uok.ac.ir/article_58070_2cc6a1d057466ee759b67be0ca4438fc.pdf} } @article { author = {Azizi nejad, Bahareh and Galizadeh, Ahmad}, title = {Study of the relationship between organizational culture and organizational justice with principals’ occupational success}, journal = {School Administration}, volume = {6}, number = {1}, pages = {227-243}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {Organizations are the main pillar of current communities and management is considered as the most important factor in the life, growth or death of organizations, and the process of moving from the present to the desired state is directed by the manager. Considering that education institutions, such as school, have a key role to play in managing these institutions, studying their career success and their advancements is essential. If success in an organization means the realization of its interests, the attainment of these interests requires the provision of necessary factors. One of the factors influencing managerial success is organizational culture because organizational culture is considered a fundamental requirement for the functioning and realization of goals in various researches. Research showed that there is a positive and significant relationship between organizational culture and organizational justice.      Justice is the key to the survival and sustainability of the organization's progress and its employees, and in organizational terms, it refers to organizational justice. Research has shown that justice processes play an important role in the organization, especially in organizational culture, so the aim of this study is study the relationship between organizational culture and organizational justice with career success in Maku among principals’ elementary schools.          Research Method: This research is an applied research and the method of data collection is descriptive-corelation survey. The population included 115 individual of principals that total number of them is used for sampling. In this study, instrument of research is questionnaire including (Niehoff and Moorman Organizational justice questionnaire, 1993); (Denison Organizational Culture Inventory, 2000) and (Radcip questionnaire career success, 1984) was used for data collection.      The organizational justice questionnaire is based on three dimensions of distributive justice, procedural and interpersonal justice. The questionnaire contains 20 questions that deal with 1 to 5 distributive justice, 6 to 11 procedural justice and 12 to 20 interrogated justice. In this questionnaire has been used a five-point Likert spectrum.      Organizational culture questionnaire has been used in various studies and consists of 20 items with five Likert options and 4 components, respectively, with questions from 1 to 5 components engaging in work participation, 6 to 10 adaptations, 11 to 15 adaptability and 16 to 20 components of the mission.      The job success questionnaire consists of 30 questions and Likert's five-choice spectrum, and 12 faculty members confirmed their verbal validity.         Findings: The major results showed that 72.2% of the male sample and 27.8% of the sample were female. 7.8% of the sample were in the age group of 30 - 20 years, 25.1% in the age group of 31-40 years, 47.8% of the sample were in the age group of 41-50 years and 17.4% of the sample Statistical analysis was performed in the age group of 51 and above, with the age range of 41-50 years old.      Analyzing the data was done by correlation and multiple linear stepwise regressions. The results of this study showed that there is a significant positive relationship between the organizational culture and component of variable (except adaptability) with career success. There is a significant positive relationship between organizational justice variables and components with career success. Among the predictor variables of principals’ career success, the mission components of organizational culture variable and organizational justice have the greatest share to predict the career success variable.     Results:  Job success is the result of the current development of the individual and the achievement of possible employment targets, and today's organizations are inevitably in progress, both in international competitions and in promoting social and organizational life. The key to progress in the organization is culture. Culture for organization and management works like a filter because every manager's operation must be approved by the members of the organization and in accordance with the values in order to pass smoothly and be approved by the organization's culture, on the other hand, if managers of organizations are looking for progress in the organization, they must be able to create an understanding of the existence of justice, that is, the law-governed act in their organization in the staff. Therefore, the present study aims to study the relationship between organizational culture and organizational justice with the success of managers. One of the research limitations is that as the results of this study have been conducted among principals of Maku primary schools, its generalization to other educational levels and organizations should be done with caution and sufficient knowledge. In line with the results, applied proposals are presented as follows:      Based on the results of the first hypothesis of the research, it is suggested to focus on the implementation of organizational culture as an operational one, because one of the key variables determining the success of managers in organizations, especially in education, which is one of the organs there are bases for growth and development of the country. Among the norms and values that are accepted in schools, which are of cultural origin, respect for human relations, respect for individuals and their rights, and behavior in accordance with the law and the maintenance of equality, in other words, the establishment of organizational justice. School principals should be aware of the mission and mission mentioned for schools       Based on the results of the second hypothesis, the research suggested that consideration is given to the issue of organizational justice in the organization, as well as to the meritocracy and the work of the employee, and each person should use as much effort and ability to use the benefits and benefits. According to the results of the third hypothesis, it is suggested that managers be selected for schools that have equalized periods of education and the effects of inequality and the necessity of establishing justice and strategies for its implementation. It is also important to work with the organization of training courses on the recognition of the mission and mission of school administrators. In addition, through retraining and informing through websites, the missions and perspectives of the organization are brought to the attention of managers in order to be more consistent with the goals of managers with the organization.  }, keywords = {Keywords: organizational culture,Organizational Justice,career success,School Principals}, url = {https://jsa.uok.ac.ir/article_58035.html}, eprint = {https://jsa.uok.ac.ir/article_58035_d71955a4e0d09339ebd67597415014f6.pdf} } @article { author = {Salimi, Jamal and GHasemi, Reza}, title = {The of Study principles and methods of discipline from the secondary schools' views}, journal = {School Administration}, volume = {6}, number = {1}, pages = {244-261}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {Life in today's widespread world needs to have a plan and use it, and a stable and healthy life also requires a plan and coordination and order in the work. The discipline of the law of life is through the passage of those activities and behaviors in a particular way, and one finds out how to live and how to use it from time to time. Injury afflicts a person, disturbs the mind and mind of man, reduces productivity and easily eliminates time. To combat this harmful pest, it is necessary first to recognize it, then to fight it and to achieve a precious gem of order. The purpose of this study is to study the principles and methods of discipline in secondary schools. The study strategy in this quantitative study and the method of research is a descriptive type that is conducted in the field and through surveying. Because the variables that are influential in the research are high, the researcher only wants to apply disciplinary principles and methods of discipline for the second-grade secondary school (girls-boys) in a specific statistical society. In the present study, the statistical population includes the administrative staff of all secondary schools (girls-boys) in Asadabad city, with a total of 70 students, 45 of them in boys and 25 in girls' schools in Asadabad city. . To select the sample size, the quantitative method was discarded because the research community was limited, and all second-level managers (second period) were included in the research process as a whole, and all responded to the questionnaire. They gave. The data gathering tool was a researcher-made questionnaire whose characteristics (dimensions and levels of reliability) are presented in Table 1. The data were collected by a questionnaire. To assess the reliability of the questionnaire, using the Kruanbach Alpha coefficient, the questions related to the principles of discipline with a reliability coefficient of 93%, and questions about disciplinary methods with a reliability coefficient of 89% were obtained. Based on the preliminary study, 20 questionnaires were used to determine the reliability of the questionnaire for 20 managers and teachers of secondary schools (girls and boys) and were approved. To assess the validity of the questionnaire, the content and form of content validity were used. The questionnaires were provided by the questionnaires to the professors and relevant experts and several subjects. They confirmed the content validity and validity of the questionnaire. For data analysis, two methods of inferential and descriptive statistics were used. In the descriptive statistics section, indicators such as mean, standard deviation, variance, frequency distribution table, percentage and graph are used to show the status of data in the central orientation and dispersion situation. Also, in inferential statistics, tests such as t single-sample, t independent groups (comparison of the mean of two independent groups), one-way ANOVA, were used. To analyze the information after collecting the questionnaire, the information was encoded and then entered into the SPSS computer program. Lastly, using the instructions contained therein, and according to the type of variables and their relationship with each other by tests the above analysis was performed and then the obtained data was analyzed. The results of the research showed that the discipline principles used by the school staff in secondary schools II (girls-boys) were higher than the average level. The most disciplinary disciplines applied in Second Second Secondary Schools (girls-boys) were 4.20 and 3.80, respectively, related to the total number of educational staff, including students, administrators, teachers and parents, for discipline, and the lowest The discipline disciplines used in secondary schools II (male and female) were 1.72 and 1.60, respectively, based on punishment discipline. There is no significant difference between the discipline principles used in schools (girls-boys) by the school staff. But the average disciplinary discipline in girls' schools is higher. The findings of the research about the disciplinary methods used by school officials showed that in pre-disciplinary discipline with an average of 3.28, it can be said that in secondary schools, the pre-disciplinary discipline was used as a method of creating discipline It is used more than the average level. In pre-disciplinary discipline in girls 'and boys' schools, with an average of 3.27 and 3.31, it can be said that in secondary schools, girls and boys from pre-recipient discipline as a method for creating discipline in excess of the average level Is used. Preventive discipline with an average of 3.42 can be said that in secondary schools second, supportive discipline is used as a method for discipline to be greater than the average level. In supporting discipline in girls 'and boys' schools, with an average of 3.46 and 3.36, respectively, it can be said that in secondary schools, girls and boys have a supportive discipline as a method of creating discipline in excess of the average level is used. In correctional discipline in girls 'and boys' schools, with a mean of 3.58 and 3.61, respectively, it can be said that in secondary schools, girls and boys are using corrective discipline as a method of creating discipline in excess of the average level. Corrective Discipline with an average of 3.69, it can be said that in secondary schools second, disciplinary discipline is used as a method of disciplining more than the average level. Using the Friedman test, we ranked these three methods of discipline to determine which method was used more in secondary schools, which shows that correctional discipline generally with a mean score of 2.34, in girls' schools with an average it is rated at 2.26 and in boys' schools with an average rating of 2.50 as the most widely used method. Findings about the difference between the principles and methods of discipline in girls and boys' schools in Asadabad showed that the disciplinary principles in girls' and boys' schools were 3.46 and 3.37, respectively. So, in general, it can be said that there is no difference between the discipline principles used in secondary schools for girls and boys. But there are significant differences in disciplinary methods (preventive, supportive, corrective discipline). The most important thing is that in pre-recipient discipline in girls and boys schools, with a mean of 3.27 and 31 / 3. The supporting discipline in girls 'and boys' schools is respectively 3.46 and 3.36, respectively. In correctional discipline in girls 'and boys' schools, the average is 58.3 and 61.6, respectively. Regarding the above, it can be said that the most common method used in schools (girls-boys) is, in part, more corrective discipline than the preventive and supportive discipline used by school officials, and in order to School disciplines can be used. Each school should use a method that fits the school's conditions.}, keywords = {Discipline Methods and Principles,Secondary Schools,School Staff,Preventive Discipline}, url = {https://jsa.uok.ac.ir/article_60864.html}, eprint = {https://jsa.uok.ac.ir/article_60864_5091c468d0d344e6c4af295688e3b7ce.pdf} } @article { author = {Ebrahimi, Loghman}, title = {Challenges and obstacles to the expansion of the role of counseling school principles}, journal = {School Administration}, volume = {6}, number = {1}, pages = {262-282}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {School counseling is an integral part of the student's educational experience, providing a professional activity by a qualified person at the school, and as facilitator of the educational process, guidance, counseling and psychological services for all aspects of education, occupation and personal and Their social offerings. School counseling deals with the educational problems of students in the school context from a psychological point of view. The school counseling activities are intended to serve all students, classes, teachers, other school staff, and in general, school management and school-related issues. Counseling activities are carried out in two areas of continuous and monthly activities. Continuous activities include activities such as individual counseling, group counseling, education guidance, occupation and family counseling, coordination, referral and follow up, and monthly activities as complementary to continuous activities based on time and in accordance with the relevant rules and regulations. To be carried out correctly and as long as these activities lead to an important part of intra-school guidance and counseling. Because the efficient and effective implementation of school counseling activities involves employee participation and the use of different capacities and potential motivations in schools to provide advisory services, these capacities, in addition to school counselors, include managers, teachers, and students. Even parents can be seen, therefore, the need to mobilize forces and leadership and cooperation between them in pursuit of these activities during the school year can not be ignored. Participation and collaboration in school counseling activities by its implementing agents can lead to the sustainability of the outcomes of education and help students to progress at higher levels. One of the factors influencing the effectiveness of school counseling activities is the awareness of school staff, in particular counselors, managers and teachers, about their role in school guidance and counseling, interaction and participation in counseling activities for student change and growth. Managers' awareness of their role in counseling in schools and the impact of school counseling activities, as well as the perception of this activity and its place in schools by school educators, especially school administrators, teachers and students, are influential on school counseling activities. Managers' lack of awareness of their consultative role creates disagreements over the implementation of school counseling activities between them and counselors and teachers. The purpose of this study was to identify the challenges to expanding the role of counseling school principals. Research method: The research sample was 48 executives of counseling activities in schools of West Azarbaijan during the educational year of 2016 - 2017 and including managers (12 managers), counselors (14 counselors), teachers (12 teachers) and students (10 students) who were selected to achieve The purpose of the research and the necessity of the presence of knowledgeable and knowledgeable individuals in the subject matter was through targeted sampling. Data were collected through semi-structured individual interviews and grounded theory and For analyzing data, framework analysis and three-step coding (open, axial, and selective) coding were used and a thematic framework and key issues were identified. Finding: Findings based on 51 semi-structured interviews revealed that 3 main subjects and 10 sub-topics were considered as Damaging factors in the role of counseling of school principals. The main themes were identified and classified in three areas: personal, environmental and organizational. The most important challenges were identified and categorized in three categories of personal including personality traits, factional action, and competencies; the environmental includes infrastructure, communication-information, motivational - human and leadership and dynamic management and the organizational includes support and support, economic, financial, and socio-cultural. The interviewees identified ways of identifying Damaging factors that Informing and empowering principals in their counseling and communication skills (for individual Damaging factors), informing school personnel about the role of counseling principals and attracting their active participation and utilizing in-house resources and capacities (for environmental Damaging factors). Designing, implementing and implementation of macro programs, organizational support and support from the role of counselors principals  in general policy and educational system policy (for organizational Damaging factors).Therefore, for the purpose of culturalization, the role of counseling of school principals and their importance in the learning-learning process is to pay close attention to research findings in general policy and macro education in the educational system as well as to analyze the factors affecting the expansion of the role of counseling managers in The upstream documentation of the education system is proposed. In order to prevent the identified damaging in expanding the role of counseling of school principals, serious efforts are needed from the principals, school staff and educational staff of the country. And it is suggested that the selection and training of school principals should be designed and implemented on the basis of personality traits, special competencies and core competencies. Also, in the general policy and policy framework of the educational system, the organizational support and support, budget forecast, credits, equipment and facilities necessary for the development and implementation of counseling programs in schools, the culture of counseling in schools through Mass media and awareness raising for school staff, parents, students, and students about the role of counseling for school administrators. The implementation of the management excellence program in secondary schools to enhance the managerial competencies and managerial capacities in school counseling programs is another suggestion derived from the research findings. It is suggested that the modeling and validation of dimensions and barriers components of the role of counseling managers, designing the model of managers training based on the competence-based approach and its impact on the quality of counseling in schools, comparative study of the role of counseling managers in educational systems in order to Providing the native model and identifying and explaining the hidden factors affecting the advancement of managers' role and presenting a model based on it will be considered by researchers in the near future.The present study was accompanied by some constraints, the most important of which was the general response and summary of some respondents to interview questions and the negative attitudes of some participants to school counseling programs. Due to the fact that the present study is carried out with qualitative and grounded methodology, the results of this research are not generalizable and are considered as research constraints.}, keywords = {Counseling role of principals,personal,Environmental,organizational challenges,qualitative research}, url = {https://jsa.uok.ac.ir/article_58081.html}, eprint = {https://jsa.uok.ac.ir/article_58081_26b0350113bf1e7f36ea412c34d4ca80.pdf} } @article { author = {Hasani, SHahrbanoo and Hosseini Khah, Ali and Gramipour, Masoud and Haji hossein nejad, Gholamreza}, title = {A Phenomenographic Reflection on the Components of Curriculum leadership in Elementary Schools from viewpoint of School Principals}, journal = {School Administration}, volume = {6}, number = {1}, pages = {283-305}, year = {2018}, publisher = {University of Kurdistan With the Co-operation of The Iranian Educational Administration Association}, issn = {2538-4724}, eissn = {2538-4732}, doi = {}, abstract = {The present study is a variety of qualitative researches that deal with and analyze phenomena based on the lived experiences of others. The participants of this study were 51 primary school principals of Alborz province who were selected purposefully. In this study, according to the purpose of this study, the type and nature of the questions of the research, in-depth and semi-structured interviews were used. All interviews were recorded and typed after introducing the research objectives to the interviewees and continued until data saturation. The mean duration of each interview was about 15 minutes. To analyze the data, a descriptive-analytical approach using coding in both open and axial levels has been used. In this study, 4 main questions and several sub-questions were raised during the interview to deepen the information. }, keywords = {Curriculum implementation,Elementary School,School Principals,phenomenography}, url = {https://jsa.uok.ac.ir/article_60932.html}, eprint = {https://jsa.uok.ac.ir/article_60932_2f8ff445b8b59a36af399802466664f7.pdf} }