University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
03
21
An Induction of Schools' Managerial Problems in Iran
1
12
EN
Peyman
Dorraj
Ph.D. Candidate (Research Based), Department of Educational Management, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
peymandorraj@gmail.com
Ali
Khalkhali
0000-0003-4562-5744
Associate Professor, Department of Educational Management, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
khalkhali_ali@yahoo.com
https://jsa.uok.ac.ir/article_62175.html
The aim of this study was to induction school management problems in Iran. The research was a descriptive correlational study of structural equations type. Participants in this study were all successful school principals in the country. Using purposive sampling method, 500 principals as final sample were invited to collaborate. A 30-item scale was used to collect data. Content value of the scale was estimated by investigation of the knowledgeable experts and reliability of the scale was assessed based on Cronbach's Alpha (0.86). Factorial analysis and structural equations methods were used to analyze the data. According to the achieved results, 6 problems were extracted entitling under topics of organizational problem (10 components), administrative problem (6 components), environmental-motivational problem (5 components), financial problem (5 components), structural problem (2 components) and individual problem (2 components) as schools' main managerial problems. Also, the structural relations of these problems were explained and fitted. Based on the findings, school principals are expected to try to develop the necessary competencies to play the role of organizational pathologist of schools.
"Induction","Managerial problems","Schools' Principals"
https://jsa.uok.ac.ir/article_62175.html
https://jsa.uok.ac.ir/article_62175_9aed17e41886a05ae3981823fa5a790c.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
04
01
Challenges of Professional Learning Communities in Elementary Schools and Practices for Establishing it: Teachers’ Point of view
13
31
EN
Fatemeh
Khalvandi
0000-0003-4047-0093
Assistant Professor of Educational Administration, Shahid Rajaee Teacher Training University, Tehran, Iran.
khalvandi@yahoo.com
https://jsa.uok.ac.ir/article_62182.html
The aim of this study was to investigate challenges of professional learning communities in elementary schools of Tehran province cities and to provide solutions for its establishment. This research is practical by purpose and mixed by methodology. The population included all 13064 people of elementary school teachers in the academic year of 2018-2019. In the quantitative part, based on Morgan table, the sample size of 370 people was selected by cluster multi-stage random sampling. In the qualitative section, 20 distinguished teachers were interviewed purposefully. "Professional Learning Community Assessment" questionnaire by Oliver et al. and a semi-structured open-ended answer questionnaire were used. The content and face validity of the quantitative questionnaire were assessed by five experts and validity of open-ended questionnaire was guaranteed by three methods of controlling misunderstandings of respondents' interventions by the researcher's long-term involvement with the research, external control of research by neutral supervisor and participant comments on findings and interpretations in a focus group. For the reliability of close-ended questionnaire, the acceptable value of Cronbach's alpha was 0.89 and in the open-ended questionnaire, the kappa agreement coefficient between the participants was 0.83. Findings showed the difference between the status of elementary schools in professional learning communities and the desired situation was significant and lower than the desired level, in all components. Based on the content analysis of interview questions, using the method of Corbin and Strauss, for the establishment of professional learning communities in schools, practical suggestions in three sections of teachers, principals and middle administrators were provided
professional learning communities,learning communities,principals,teachers
https://jsa.uok.ac.ir/article_62182.html
https://jsa.uok.ac.ir/article_62182_7529f9b75b84ac212a9e8bd1d7d9e266.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
04
01
The Unspoken Side of Academic Textbooks on School Management
32
43
EN
Shirkoh
Mohemmedi
Assistant professor at the department of Educational Management, faculty of Psychology and Pedagogy, Semnan University, Semnan, Iran.
sherko.mohammadi720@gmail.com
https://jsa.uok.ac.ir/article_62200.html
group is some educators concerned with the educability of educational management knowledge. They need to simplify the concepts Every year, numerous academic textbooks on school management are published in Iran, yet only a small number of them are well received by academics. A common research method to analyze the content of these popular textbooks is content analysis which identify only the overt messages of the textbooks. However, every textbooks have also a covert massages that may attract such a wide audiences too. Therefore, the unspoken side of the textbooks is as important as the spoken side. Thus, two most popular and frequently published textbooks in the field of school management, namely, ‘An Introduction to Educational Management’, which has been republished 45 times, and ‘Theoretical Foundations and Principles of Educational Management’, which has been republished 25 times, were selected and analyzed through symptomatic reading. The results showed that the narration of these two books is based on a rational paradigm which views schools as an integrated and coordinated entities but neglects the game of power that always accompanied by contradiction and tension. Because to preserve of rational rhetoric, the textbooks rely on logic-based principles and only some theories are discussed in the books that are silent about power dynamics. Alagheband’s narration (the author of the books) tends to leave everything, related to ‘power dynamics’, unspoken. This narration would attract two groups of audiences; the first group is schools actors and other practitioners of educational system that are tired of school contradictions and its unfair world. Therefore, rational paradigm which remain unspoken on the game of power acts like as a remedy to tiredness and perceived unfairness. The second of and detoxify educational management complexities and inconveniences accordingly.
symptomatic reading,discourse analysis,the game of power
https://jsa.uok.ac.ir/article_62200.html
https://jsa.uok.ac.ir/article_62200_c973ec546e862e3b150e752fcd5fa301.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
04
01
Representation of Qualitative-Descriptive Evaluation Experience in Primary Schools
44
62
EN
Jamal
Mortazavi
0000-00028502-9026
PhD Student in Curriculum Studies, Depatment of Curriculum Studies, Kharazmi University, Tehran, Iran.
jamalaria@yahoo.com
Ali
Hoseini khah
0000-0002-3615-607X
Assistant Professor, Department of Curriculum Studies, Kharazmi University, Tehran, Iran.
h.ali@khu.ac.ir
Masoud
Gerami Pour
0000-0002-3615-607X
Associate Professor, Department of Curriculum Studies, Kharazmi University, Tehran, Iran.
mgramipour@khu.ac.ir
Balal
Izanlo
Assistant Professor, Department of Curriculum Studies, Kharazmi University, Tehran, Iran
izan.b@khu.ac.ir
https://jsa.uok.ac.ir/article_62183.html
The purpose of this study was to analyze the perception and representation of primary teachers' experience of qualitative-descriptive evaluation and to obtain the experiences of primary teachers regarding the full implementation of the qualitative-descriptive evaluation plan in primary schools. This research has been done with a qualitative approach. First, the lived experience of primary school teachers of qualitative-descriptive evaluation is used by using the phenomenon technique and conducting interviews with teachers. The method was that first all the interviews were initially coded in MAXQDA software and the concepts were extracted. Then, based on the sharing of codes, the main and sub-categories were extracted from the perspective of the interviewees who were teachers in Karaj. In order to collect data, a semi-structured qualitative interview was used. Using purposive sampling, data saturation was obtained after 15 interviews. In-depth views of teachers, experts of qualitative-descriptive evaluation led to the identification and classification of 16 extracted indicators. "Uncertain educational status of students", "Insufficient literacy level of students", "Decreased deep and significant learning", "Attention", "Increased stress on teachers", "Lack of time", "Preference for evaluation "Quantity", "Lack of training and support for teachers", "Lack of space and facilities", "Decrease of teachers 'motivation", "Problems in implementation", "Decrease of teachers' position", "Inadequacy of available facilities and required requirements", "Large number of students", "The lack of evaluation results" and "Focus on formal activities". According to these results, it can be said that the issues that have been experienced and understood by teachers are different factors in the evaluation and can face the evaluation process with difficulty.
Primary School,Descriptive Evaluation,Teachers’ Perception
https://jsa.uok.ac.ir/article_62183.html
https://jsa.uok.ac.ir/article_62183_63a0bdeae1922ff04fad8ed21c3df5b4.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
04
01
Identifying the Factors, Criteria and Symptoms of the Ranking of the First Junior High Schools: Findings of a Qualitative Research
63
83
EN
Bijan
Abdolahi
Professor of Educational Management Department, Faculty of Management, Kharazmi University, Tehran, Iran.
biabdollahi@yahoo.com
Mohammad Reza
Saeedimoghaddam
Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran.
saeedimoghadam@gmail.com
Abdolrahim
Navehebrahim
Professor, Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran.
naveh1954@yahoo.com
Hasan Reza
Zaynabadi
Associate Professor, Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran.
hzeinabadi@yahoo.com
https://jsa.uok.ac.ir/article_62181.html
Despite the fact that the ranking of junior high schools as one of the most important missions of the Ministry of Education plays a significant role in the success of this organization in achieving the goals of this course, the development and validation of relevant components of ranking of junior high schools has not been taken into serious consideration. The current researches in this field have not considered all the factors related to the ranking of this type of schools. The purpose of this study is to develop and validate the factors, criteria and ranking symptoms of junior high schools. In terms of method, the adopted approach is a type of qualitative research that employs theme analysis method. In this study, documents and resources were examined and 10 comprehensive themes of teaching-learning process leadership, successes, leadership, communication, administrative-executive management, resource management, teachers, administrative staff, ethical leadership and extracurricular activities were identified, and they have been validated by consulting experts. The results reveal that the ranking of junior high schools in the field of education is a new and emerging issue that has not received much attention from researchers in this field. Therefore, due to the limited employed resources, some of the factors, criteria and symptoms proposed in this study may not be complete, or there may be some other components that have not yet been identified. It is also necessary for the effectiveness of school rankings to pay more attention to the alignment of all identified factors, criteria and symptoms with the major factors of the organization, leadership, culture, infrastructure.<br /><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">رهبری اخلاقی و فعالیت های فوق برنامه شناسایی شد. </span></span></span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">آنها توسط توصیه شده اند.</span></span></span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">نتایج نشان می دهد که رتبه بندی مدارس متوسطه اول در حوزه آموزشی موضوعی جدید و نوظهور است که بیشتر مورد توجه این حوزه قرار نگرفته است. </span></span></span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">بنابراین با توجه به منابع مورد استفاده، ممکن است برخی از عوامل،ها و علائم پیشنهادی در این پژوهش کامل و یا برخی مؤلفه های دیگر وجود داشته باشد که هنوز شناسایی نشده باشد. </span></span></span></span></span><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">همچنین برای اثربخشی رتبه بندی مدارس به عوامل همسویی، شاخص ها و نشانه های شناسایی شده با عوامل اصلی سازمان، رهبری، فرهنگ، زیرساخت ها بیشتر مورد توجه قرار می گیرد.</span></span></span></span></span></span>
Ranking systems,Secondary Schools,Ranking patterns,validation of ranking components of junior High schools
https://jsa.uok.ac.ir/article_62181.html
https://jsa.uok.ac.ir/article_62181_ef6c252f1a211f827dfb8ac742f241ea.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
04
01
The Role of Value and Job Enthusiasm in the Flexibility of Female Teachers in Exceptional Schools
84
99
EN
Khatoon
Vakili
0000-0002-0013-0118
Instructor,Department of Educational Science , Payame Noor University, Tehran, Iran
khatoon.vakili@gmail.com
https://jsa.uok.ac.ir/article_62261.html
Exceptional school teachers are doubly important because of their working relationship with students with special needs. This study was aimed to determine the effect of job value and job enthusiasm on the flexibility of female teachers in exceptional schools in Sari. This research is applied in terms of purpose and it has used the quantitative research approach and survey strategy and descriptive, correlation and multiple linear regression methods. The statistical population of the study consists of female teachers of exceptional schools in Sari who were serving in 1400-1401, whose number is 109 people. Using Cochran's formula, 52 people were selected as a simple random sample. Data collection tools are three questionnaires: job value, Job enthusiasm and emotional flexibility. Data were analyzed by <em>Pearson</em> correlation methods and multiple linear regression in SPSS software version 25. Findings showed that job values did not have a significant effect on emotional flexibility but Job enthusiasm had a significant effect and had a direct linear relationship with each other (r = 0.859). The results of multiple regression showed that Job enthusiasm as a predictor variable was able to significantly predict emotional flexibility and explain 73% of the variance.
Job Value,job enthusiasm,Emotional Flexibility,Exceptional Teachers
https://jsa.uok.ac.ir/article_62261.html
https://jsa.uok.ac.ir/article_62261_d92f35110a4d53f780fc033d24939496.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
04
01
Developing an Entrepreneurship Curriculum for Child Laborers at Schools
100
120
EN
Farnoush
Kavehpisheh
0000000218457653
Ph.D. Candidate of Curriculum Studies, Faculty of Psychology and Educational Sciences, Shahid Beheshti University. Tehran, Iran.
f.kavehpisheh@gmail.com
Kourosh
Fathi Vajargah
Professor of Curriculum Studies, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.
kouroshfathi@gmail.com
Mahboobeh
Arefi
Associate Professor, PhD in Curriculum Planning, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.
arefi6@gmail.com
Mohammad Hassan
Mubaraki
Associate Professor, Ph.D in Behavioral Management, Teacher Education, Faculty of Entrepreneurship, University of Tehran, Tehran, Iran.
mhmobarake@ut.ac.ir
https://jsa.uok.ac.ir/article_62263.html
The purpose of this study was to develop a model of entrepreneurship curriculum at schools for child laborers. We used qualitative research method with grounded theory approach. Data were collected through 20 semi-structured interviews with professors selected by purposive sampling. Data were analyzed in three stages. A model including five dimensions, 12 main categories and 28 sub-categories was developed and validated by member check. Categories are as follows: Causal conditions (knowledge-based economy, entrepreneurial society, changing job nature, quick job access, dynamic job view, knowledge sharing, skills degradability). Underlying conditions (networking, intertwined intellectual capital, intertwined knowledge, integration). Interfering factors (acceptance of entrepreneurship, conspiracy theories, inappropriate political interference, crooked view towards entrepreneurship, prejudice against entrepreneurship of child laborers). Strategies (dynamic education, interdisciplinary education, school education, thematic education, one-dimensional education). Consequences (promotion of entrepreneurial thinking and attitude, conceptualization of entrepreneurship, productive thinking, multidimensional thinking, participation of child laborers, reduction of poverty, reduction of delinquency of child laborers). A comprehensive curriculum that covers all aspects of the field, environment, technology and information related to child laborers was identified as the central theme.
labor child,Lived Experiences,Curriculum,entrepreneurship
https://jsa.uok.ac.ir/article_62263.html
https://jsa.uok.ac.ir/article_62263_724ef86f22c2c1b92a13b28ff7f6f7e7.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
04
01
Modeling The Structural Relationship between Work Engagement, Job Motivational Potential, and Type of Organizational Structure in Bashagard Schools
121
139
EN
Jafar
Torkzade
0000-0002-2303-7573
Associate Professor, Department of education & psychology, Shiraz University, Shiraz, Iran.
djt2891@gmail.com
Mostafa
Hosseini
PhD Student, Educational Administration, Department of education & psychology, Shiraz University, Shiraz, Iran.
mostafahoseini364@gmail.com
https://jsa.uok.ac.ir/article_62336.html
The aim of this research was to predict teachers work engagement based on organizational structure type with mediation role of job motivational potential in Bashagard schools. The research population included all teachers (322) of Bashagard schools.175 teachers selected as research sample by using simple random sampling method, filled the research scales and returned them. Research tools consisted of Torkzade and Mohtarams’ (2013) types of organizational structure, Wagner’s (1996) job motivation potential scale, and Shaufeli and Bakkers’ (2003) work engagement scale which after estimating there reliability and validity were distributed and collected. The results showed that the enabling organizational structure with the mediating role of the job motivational potential is the positive significant predictor of the teachers work engagement. But, the hindering organizational structure does not predict the job motivational potential and teachers work engagement.Besides, in the opinion of the teachers, dominant structure type at Bashagard schools is hindering. Also, the job motivational potential and work engagement of the Bashagard's schools is at the moderate level. The results of this study will help educational system managers to improving the enabling organizational structure in schools and as the result creating more motivational platforms among them, provide the basis for the development of teachers’ work engagement. As a result, improving the performance of schools at the macro level is raised.
organizational structure,Work Engagement,Job Motivation Potential,teacher,School
https://jsa.uok.ac.ir/article_62336.html
https://jsa.uok.ac.ir/article_62336_1dc8ee278362b1586cf9e7704375993f.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
04
01
The Effect of Moral Atmosphere on Teachers' Job Engagement
140
153
EN
mohsen
arefnezahd
Assistant Professor, Department of Management, Lorestan University, Khorramabad, Iran.
arefmohsen2@gmail.com
maryam
moaeyd
Master of Business Administration, Lorestan University, Khorramabad, Iran
mohsenarefnezhad@yahoo.com
https://jsa.uok.ac.ir/article_60992.html
In today's world, human resources are considered the best competitive advantage of any organization, and people have become more significant in the organization theory than ever before. The aim of this study is to investigate the effect of moral atmosphere on teachers' job engagement. The research method in this study is descriptive and applied, and the population under study was 450 senior high school teachers of District One of Khorramabad in the academic year 2015-2016, and 210 of them were selected using available sampling method and based on Morgan's Table. The data collection tool included Victor and Cullen's Moral Atmosphere questionnaire (1987) with 26 questions and Shaufli et al.'s (2003) Engagement Questionnaire with 17 questions with a five-point Likert scale. The reliability coefficient of moral atmosphere and engagement questionnaires have been obtained as 0.841 and 0.846, respectively. In this research, structural equation modeling with the help of PLS software was used to examine the hypotheses and test the model. The findings of the research showed that the moral atmosphere of the organization (tools, attention, independence, organizational rules and regulations, professional moral rules and regulations) has an effect on teachers' job engagement. According to the findings of the research, managers can influence the behavior of staff in the organization by managing the moral atmosphere of schools and boosting teachers' professional engagement
Morality,Moral Atmosphere of the Organization,Teachers' job engagement
https://jsa.uok.ac.ir/article_60992.html
https://jsa.uok.ac.ir/article_60992_2360cf7aefb88e1da735bb1456b3ae40.pdf
University of Kurdistan With the Co-operation of The Iranian Educational Administration Association
School Administration
2538-4724
2538-4732
10
1
2022
04
01
Predicting job performance based on decision-making styles and coping styles in Boukan elementary teachers
154
167
EN
Darya
Kian
0000-0001-7187-132X
M.A. in Elementary Education, Islamic Azad University, Saqez Branch, Saqez, Iran.
daryakian99@gmail.com
Saber
Nabaei
0000-0001-5728-4794
M.A. in Educational Psychology. Department Of Psychology, Payame Noor University, Tehran, Iran.
sabernabaei@gmail.com
Hassan
Gharibi
0000-0001-7914-4645
Assistant Professor, Department Of Psychology, Payame Noor University , Tehran, Iran.
hgharibi33@gmail.com
https://jsa.uok.ac.ir/article_62365.html
This study aimed to predict job performance based on decision-making styles and coping styles in primary school teachers in Boukan County. The design of the present study was descriptive-correlation. The statistical population of the study consisted of all primary school teachers in Buchan city in the academic year 1397-98 (840). To determine the sample size, the Morgan table was used and 265 people were selected as the samples who were selected using the available sampling method. Data were collected based on three questionnaires of Patterson (1989), job performance, Scott and Bruce’s general decision-making styles (1995) and coping styles of Roger et al. (1993) with Cronbach's alpha coefficient of 0.89, respectively Descriptive statistics and inferential statistics (Pearson correlation coefficient and multivariate regression analysis) and SPSS software were used for statistical analysis of data. Findings showed that there was a positive and significant relationship between job performance with rational and intuitive decision-making styles, a negative and significant relationship between job performance with avoidant and instantaneous styles, and a relationship between dependent decision-making style and job performance. There was a positive and significant relationship between job performance and rational, emotional, and avoidant coping styles, negative and significant, and no relationship, respectively. The findings also showed that rational, intuitive, avoidant, instantaneous decision-making styles as well as rational and emotional coping styles are able to predict job performance in teachers.
job performance,decision-making styles,coping styles
https://jsa.uok.ac.ir/article_62365.html
https://jsa.uok.ac.ir/article_62365_a00756fc55de441d7705e6e9cf7e5477.pdf