University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 01 Qualitative Meta-analysis of Environmental Characteristics Affecting Children's Creativity in Schools 1 17 61858 https://doi.org/10.34785/J010.2021.027 EN Sara Soleimani Assistant Professor of Architecture, University of Kurdistan, Sanandaj, Iran Mobina Kheiri Masters Student of Architecture, University of Kurdistan, Sanandaj, Iran Journal Article 2021 08 27 Creativity is currently among the hot topics in child development and education, which is also of utmost importance in psychological studies and environmental design. Previous research has thus far highlighted the effects of the surrounding environment on creativity development in this age group. Since an individual's personality is formed in childhood, researchers working on creativity have further focused on this stage of life. Therefore, this study was to reflect on the relationship between creativity and educational environments for children aged 2-10, and identify and explain the environmental components shaping creativity, utilizing the attitude of recognizing physical and mental dimensions in children and meeting their needs as users. Employing the exploratory research method and qualitative content analysis, the main variables contributing to the relationship between the environment and children's creativity were delineated, and there were attempts to recapitulate this relationship via logical reasoning. This study was a qualitative meta[1]analysis because an analytical approach, based on the theories presented in previous research, was adopted. The study results revealed that the architectural environment could foster children's creativity. In addition, a suitable platform would be provided for children to flourish and strengthen their creativity if the educational environments were designed with the aim to comply with the principles of child psychology.

https://jsa.uok.ac.ir/article_61858_ddbdcee2c4e624f3bd031114dc898f67.pdf

University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 01 Investigate the role of servant leadership and team leadership In team performance mediated by team cohesion and team learning In the teams of secondary school teachers in Kurdistan province 18 39 62063 EN Jamal Abdolmaleki Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Humanities, Bu Ali Sina University, Hamadan, Iran. Siroos Ghanbari Professor, Department of Educational Sciences, Faculty of Humanities, Bu Ali Sina University, Hamadan, Iran. Journal Article 2021 08 18 The aim of this study was to investigate the role of servant leadership and team leadership in team performance mediated by team cohesion and team learning in teacher teams. The study population was all secondary school teachers in Kurdistan province, which was selected by random sampling method of relative classes and based on Cochran's formula, a sample of 346 teachers. The research method was quantitative and correlation-oriented structural equation modeling approach. To collect data from Liden et al.'s (2015) Servant Leadership Questionnaire; Leadership of a research team based on the model of Morgeson, DeRue & Karam (2010); Podsakoff & MacKenzie Team Cohesion (1994); The team learning of Bresó, Gracia, Latorre & Peiró (2008) and the team performance of Puente[1]Palacios, Martins & Palumbo (2016) were used. The reliability of the questionnaires was assessed by Cronbach's alpha technique, and the validity of the questionnaires was evaluated by first and second order heuristic and confirmatory factor analysis. To analyze the data and test the research hypotheses, correlation matrix analysis and structural equation modeling with SPSS.v25 and LISREL.v10 software were used. The results showed that: 1) Servant leadership had a direct, positive and significant effect on team performance, team learning and team cohesion and through team cohesion and team learning on team performance in teacher teams had an indirect positive and significant effect; 2) Team leadership had a direct, positive and significant effect on team performance, team learning and team cohesion and through team cohesion and team learning had a positive and significant indirect effect on team performance in teacher teams.

https://jsa.uok.ac.ir/article_62063_174fc15b90ad8a9ec7fef01cbe34f0af.pdf

University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 01 Diagnosing of The School Principals’ Assignment in Education System 40 61 62064 https://doi.org/10.34785/J010.2021.029 EN Morad Mahdipour MA. Student, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran. Sakineh Shahi Assistant professor, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Member of lifelong learning excellence center, Ahvaz, Iran. Yadolah Mehralizadeh Professor, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Member of lifelong learning excellence center, Ahvaz, Iran. Journal Article 2021 06 01 This study aimed to find how principals have been appointed in one of provinces of Khouzestan. Qualitative method based on Grandad theory was used. Participants were principals, teachers, safeguard and monitoring managers, assistants, instruction experts of province education and responsible s of selecting principals whom chose purposefully. 30 informed persons with 10 years work experiences were deep interviewed until reach to theoretical saturation.The method of data analysis was open, radial and selective coding. So, data collected from interview, coding and a category was chosen as axial of this study. Then, other categories were extracted and at the end, paradigm pattern was structured. Based on results, legal and executive deficiencies, applicant’s motives factors and lack of political leadership skill were recognized as causal factors. Clannishness was axial and key category on creative undesirable conditions of selection principals. Personal factors were contextual and politics forces were meddler factors. Strategies, which are used by that province education, were control and legal supervision in one hand, and in the other hand, outward paying attention to law and yielding in front of political elements; so their consequences were inefficiency and decrease of educational quality of schools.

https://jsa.uok.ac.ir/article_62064_75f7c7bbc87a8fa066dbbfa7981ff5f7.pdf

University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 22 Designing A Model of Learning School in Secondary Schools 62 79 62176 https://doi.org/10.34785/J010.2021.030 EN Javad Saki Ph.D. Candidate of Educational Management, Bu-Ali Sina University, Hamadan, Iran Fakhrossadat Nasiri Bani Valik Associate Professor, Department of Educational Management, Shahid Rajaee Teacher Training University, Tehran, Iran. Afshin Afzali Associate Professor, Faculty of Literature and Human Sciences, Bu-Ali Sina University in Hamedan, Iran Journal Article 2021 08 11 The research was applied in terms of purpose, exploratory mix in terms of classification type in terms of nature in the qualitative dimension of the foundation data and in the quantitative dimension of cross-sectional survey. Participants in the qualitative section were 18 professors of educational sciences who were selected by purposive sampling. The statistical population in the quantitative part was all secondary school teachers in Hamadan province (3431 people) who were selected by cluster random sampling of 413 people. The assessment tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. The research questionnaire consists of 12 components and 82 items whose Cronbach's alpha coefficient was calculated to be 0.98. The face and content validity of the questionnaire was confirmed by experts. Data analysis method was selected in qualitative part, open-axis-selective coding and in quantitative part, confirmatory factor analysis was selected using smart PLS 3 software. The findings of the qualitative section include 12 components, including: network productive learning, development of competencies of teachers and school staff, improvement of overall quality in school, development of knowledge management in school, learner maturity, school maturity, group factors, organizational factors, capabilities Individual and sustainable development. The results of confirmatory factor analysis indicated a good fit of the model. The results of the research can help the senior managers of the educational system in establishing learning schools

https://jsa.uok.ac.ir/article_62176_7a6d8200863c6b70dc411dd1780ce290.pdf

University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 01 Investigating the Role of Schools Principals’ Entrepreneurial Attitude on Their Job Performance 80 92 61956 https://doi.org/10.34785/J010.2021.031 EN Farnoosh Alami Assistant Professor, Department of Educational Science, Shahid Beheshti University, Tehran, Iran Seyedmohammadali Hosseini M. A. in Educational Administration, Shahid Beheshti University, Tehran, Iran Rasoul Hosseini Assistant Professor, Department of Educational Management, Farhangian University, Tehran, Iran Journal Article 2021 09 04 The purpose of this study was to investigate the role of entrepreneurial attitude in the job performance of schools of Damavand County. The research method was applied and descriptive. The statistical population of this study consisted of all principals and deputies of (public) schools in Damavand County in the academic year 2018-19, which were equal to 218 people. The statistical sample size using Cochran’s formula was estimated to be about 139 people who were selected through stratified random sampling. The tool of questionnaire was used to collect the data. Data were analyzed using SPSS software. Construct validity was used to evaluate the validity of the research questionnaire and Cronbach’s alpha coefficient was used to analyze its reliability. Findings showed that there was a significant relationship between entrepreneurial attitude and job performance of school principals and there was a significant relationship between the four dimensions of attitude and job performance. Also, the current situation of entrepreneurial attitude and job performance of Damavand County managers is at a desirable level. The regression analysis of the study showed that among the four dimensions of entrepreneurial attitude, the dimension of self-esteem was the strongest and the dimension of success-oriented was the weakest predictor of job performance among principals and deputies of (public) schools in Damavand County.

https://jsa.uok.ac.ir/article_61956_f2f6eb750a3c2ff5fa9638390efa7a9b.pdf

University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 01 Investigating the Role of Facilitating Principals in The Professional Development of High School Teachers 93 107 62065 https://doi.org/10.34785/J010.2021.032 EN Fariba Kazeminasab M. A. Student in Educational Management, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran. Yadolah Mehralizadeh Professor, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran. Hamid Farhadirad Associate Professor, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran. Journal Article 2021 08 18 Support for teacher learning and development is one of the fundamental roles of school principals. Principals as facilitators can play an effective role in strengthening professional development of teachers. The main aim of this research was to investigate the role of facilitating principals in the professional development of secondary school teachers in District 1 of Ahvaz city with a qualitative method. Snowball sampling method was used to select the sample. For data collection, semi-structured interview method and data were extracted and analyzed based on content analysis method. This study sought to answer five research questions. Findings showed that managers have good skills but need to acquire the necessary skills in areas such as evaluation, planning and delegation. It was also found that principals carry out effective activities in the school, but do not draw up appropriate plans for holding and conducting in-house workshops and seminars. This study also showed that the most important challenges that principals face in exercising the facilitating role for the development of teachers' professions are insufficient budget, lack of facilities and teaching materials, administrative bureaucracies, lack of motivation of teachers and so on.

https://jsa.uok.ac.ir/article_62065_36fcd5aedef7bc6fb49f4716d9904cff.pdf

University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 22 Sustainable School in the Islamic Republic of Iran: A Multiple methods Qualitative Approach 108 132 62180 https://doi.org/10.34785/J010.2021.033 EN Jafar Torkzadeh Associate Professor, Department of education & psychology, Shiraz University, Shiraz, Iran. Maryam Vafaei PhD Student, Educational Administration, Department of education & psychology, Shiraz University, Shiraz, Iran. Rahmatolah Marzughi Professor, Department of education & psychology, Shiraz University, Shiraz, Iran. Mahdi Mohammadi Associate Professor, Department of education & psychology, Shiraz University, Shiraz, Iran. Ghasem Salimi Associate Professor, Department of education & psychology, Shiraz University, Shiraz, Iran. Journal Article 2021 08 31 The purpose of this study was to design a model for sustainable school in Islamic Republic of Iran. The method of the research was multi-method qualitative including: the meta-synthesis method & case study. Data gathering resources were all researches in the case of sustainable school for the period from 2005 until 2020. These researches were selected by intensity case sampling of targeted sampling approach .In this section, qualitative content analysis was used for data gathering. The findings of this section revealed some part of sustainable school model. In the case study, the potential participants to be interviewed were the experienced natives, and Iran’s upstream documents and the declarations of the revolution leaders were surveyed. Key informants to be interviewed were selected by standard targeted sampling method. Data gathering method in this section were semi structured interviews with key informants and document mining. The findings of this research was the model of sustainable school in Islamic Republic of Iran which consists of inputs(teacher and executive staff, curriculum, space & equipment, & policies), processes(teaching, learning, management & planning), subsystems(individual, structural, political & cultural) , outputs(student with sustainable development approach & a sustainable school model) and characteristics of them in the form of a social system. The result of this research showed that for achieving the intended outputs, all the inputs, processes and subsystems should have appropriate characteristics.

https://jsa.uok.ac.ir/article_62180_1c097baa2145463e26f77a86dbdec16d.pdf

University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 01 Identifying Behaviors and Dimensions of Teaching-Learning Leadership of Elementary School Principals: A Qualitative Research 133 147 62173 https://doi.org/10.34785/J010.2021.034 EN Bijan Abdollahi Professor, Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran. Azar Bahrami PhD Student of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran Hamidreza Arasteh Professor of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran Hossain Abasian Assistant Professor, Department of Educational Administration, Kharazmi University, Tehran, Iran. Journal Article 2021 08 28 A general consensus has been created on the need for the presence of effective school leaders who have can improve the quality of teaching-learning. Instructional leadership is a comprehensive activity which provides learning opportunities for teacher professional development and student academic achievement. This study was qualitative of descriptive- exploratory type. Thematic analysis and themes network were used to identify the behaviors and dimensions of instructional leadership. In order to collect and identify themes, theoretical foundations and opinions of experts in this field were extracted and coded by analyzing the sources published texts during 1990-2018 which were indexed in databases. Due to the large number of sources, a number of them were selected based on sample criteria. In the present study, the coding first was done manually by studying the teaching- learning leadership-related articles and documents (line by line) and computer coding was done with MAXQDA after completing the manual coding. Then, the results of these two codings were compared with each other, and the Holsti’s approach was used to calculate the reliability, the reliability of which was 0.92.. Findings indicated that instructional leadership has eight dimensions, 25 components and 177 behaviors whose dimensions include defining the school’s vision, school-based supervision, action research, the teacher professional development, preparation, monitoring of the teaching-learning process, distributive leadership, and curriculum management.

https://jsa.uok.ac.ir/article_62173_3523b3c4aab2ce808e1d20f4deb9a046.pdf

University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 22 School Human Resource Development's Policymaking Model: A Grounded Theory Study 148 161 62067 https://doi.org/10.34785/J010.2021.002 EN Jafar Pashsyee Department of Educational Administration, Islamic Azad University, Tabriz Branch, Tabriz, Iran Behnam Talebi Department of Educational Administration, Islamic Azad University, Tabriz Branch, Tabriz, Iran Zarin Daneshvar Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran. Journal Article 2021 08 21 The purpose of this study was to design a human resource development policymaking model in school with a Grounded Theory approach. This study was conducted with a qualitative approach and using semi-structured interview tools. The number of participants in this research was 25 experts who were selected by purposive sampling method. Content analysis based on the continuous comparison method of Strauss and Corbin was used to analyze the interview texts. Experts and participants in the research have been referred for data validation. The results of open, axial and selective coding showed: the core theme with the focus on the policymaking process, including: cyclical, pluralism in school, being up-to-date. Causal conditions include: developments, new needs, rising expectations, school inefficiencies; Contextual includes: government support for schools, school budget, social culture supporting the school; Mediating factors include: lack of school authority and high centralization, structural weakness in vocational training, e-learning infrastructure, lack of effective performance reward tools; Strategies include: increasing the academic level and professional skills of principals and policy makers, participation of school manpower in policy making, control and evaluation of school human resource development policies and programs, new organizational authorities, new performance reward tools; Consequences include: increasing the quality of education, school productivity, commitment and cooperation, parental satisfaction and improving the professional status of the school.

https://jsa.uok.ac.ir/article_62067_f653fb27a6fbb71e279176431da99acb.pdf

University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 9 4 2021 12 01 Dimensions and Dynamics Components of Primary Schools by Research Synthesis Method 162 182 62174 https://doi.org/10.34785/J010.2021.003 EN Hossein Ali Jahed Department of Educational Management, West Tehran Branch, Islamic Azad University, Tehran, Iran Toba Rezaeyan PhD Student in Educational Management, Faculty of Psychology and Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran Mohammad Nourian Associate Professor, Department of Higher Education, Faculty of Educational Sciences and Psychology, South Tehran Branch, Islamic Azad, Thran, Iran. Nayereh Shahmohammady Assistant Professor, Faculty of Psychology and Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran. Journal Article 2021 08 18 This Article tries to present Dymanic School Model for Primary Schools. The research approach is qualitative and the method used is synthesis research, along with qualititative content analysis. In synthesis research, recent researches were selected, analyzed and categorized with a systematic method; and in qualitative content analysis, with the help of semi-structured interviews with experts in the field of educational management and planning, components are identified and the model of Dynamic School was formulated. Study group consists researches conducted outside of Iran (2000 to 2020) and inside the country (2000 to 2020). 62 cases were selected and analyzed as a sample, according to their subject relation, key words and content relations with the dimensions and components of Dynamic Primary Schools. Conducted analysis was initially codified and categorized, then the main structure was identified as 25 components and 52 indicators related to 5 main aspects of improvement and evolution, student-based, pariticipation-based, research- based and thinking. Education policy makers and planners of primary schools can assess school performance using developed conceptual model and make decisions to reach dynamics.

https://jsa.uok.ac.ir/article_62174_428d72964dafc64e443ffd0cd7a39a6a.pdf