University of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211201Qualitative Meta-analysis of Environmental Characteristics Affecting Children's Creativity in Schools11761858https://doi.org/10.34785/J010.2021.027ENSara SoleimaniAssistant Professor of Architecture, University of Kurdistan, Sanandaj, IranMobina KheiriMasters Student of Architecture, University of Kurdistan, Sanandaj, IranJournal Article20210827Creativity is currently among the hot topics in child development and education, which is <br />also of utmost importance in psychological studies and environmental design. Previous <br />research has thus far highlighted the effects of the surrounding environment on creativity <br />development in this age group. Since an individual's personality is formed in childhood, <br />researchers working on creativity have further focused on this stage of life. Therefore, this <br />study was to reflect on the relationship between creativity and educational environments for <br />children aged 2-10, and identify and explain the environmental components shaping <br />creativity, utilizing the attitude of recognizing physical and mental dimensions in children <br />and meeting their needs as users. Employing the exploratory research method and <br />qualitative content analysis, the main variables contributing to the relationship between the <br />environment and children's creativity were delineated, and there were attempts to <br />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 <br />research, was adopted. The study results revealed that the architectural environment could <br />foster children's creativity. In addition, a suitable platform would be provided for children <br />to flourish and strengthen their creativity if the educational environments were designed <br />with the aim to comply with the principles of child psychology.University of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211201Investigate 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 province183962063ENJamal AbdolmalekiPh.D. Student in Educational Management, Department of Educational Sciences, Faculty of Humanities, Bu Ali Sina University, Hamadan, Iran.0000-0002-7204-8404Siroos GhanbariProfessor, Department of Educational Sciences, Faculty of Humanities, Bu Ali Sina University, Hamadan, Iran.0000-0002-2541-693xJournal Article20210818The 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.University of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211201Diagnosing of The School Principals’ Assignment in Education System406162064https://doi.org/10.34785/J010.2021.029ENMorad MahdipourMA. Student, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.Sakineh ShahiAssistant professor, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Member of lifelong learning excellence
center, Ahvaz, Iran.0000000337447642Yadolah MehralizadehProfessor, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Member of lifelong learning excellence center,
Ahvaz, Iran.0000-0002-0451-2455Journal Article20210601This study aimed to find how principals have been appointed in one of provinces<br />of Khouzestan. Qualitative method based on Grandad theory was used.<br />Participants were principals, teachers, safeguard and monitoring managers,<br />assistants, instruction experts of province education and responsible s of selecting<br />principals whom chose purposefully. 30 informed persons with 10 years work<br />experiences were deep interviewed until reach to theoretical saturation.The<br />method of data analysis was open, radial and selective coding. So, data collected<br />from interview, coding and a category was chosen as axial of this study. Then,<br />other categories were extracted and at the end, paradigm pattern was structured.<br />Based on results, legal and executive deficiencies, applicant’s motives factors and<br />lack of political leadership skill were recognized as causal factors. Clannishness<br />was axial and key category on creative undesirable conditions of selection<br />principals. Personal factors were contextual and politics forces were meddler<br />factors. Strategies, which are used by that province education, were control and<br />legal supervision in one hand, and in the other hand, outward paying attention to<br />law and yielding in front of political elements; so their consequences were<br />inefficiency and decrease of educational quality of schools.University of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211222Designing A Model of Learning School in Secondary Schools627962176https://doi.org/10.34785/J010.2021.030ENJavad SakiPh.D. Candidate of Educational Management, Bu-Ali Sina University, Hamadan, Iran0000-0002-1327-9683Fakhrossadat Nasiri Bani ValikAssociate Professor, Department of Educational Management, Shahid Rajaee Teacher Training University, Tehran, Iran.0000-0001-7783-7608Afshin AfzaliAssociate Professor, Faculty of Literature and Human Sciences, Bu-Ali Sina University in Hamedan, IranJournal Article20210811The 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<br />dimension of cross-sectional survey. Participants in the qualitative section were 18 professors<br />of educational sciences who were selected by purposive sampling. The statistical population<br />in the quantitative part was all secondary school teachers in Hamadan province (3431 people)<br />who were selected by cluster random sampling of 413 people. The assessment tool was a<br />semi-structured interview in the qualitative part and a researcher-made questionnaire in the<br />quantitative part. The research questionnaire consists of 12 components and 82 items whose<br />Cronbach's alpha coefficient was calculated to be 0.98. The face and content validity of the<br />questionnaire was confirmed by experts. Data analysis method was selected in qualitative<br />part, open-axis-selective coding and in quantitative part, confirmatory factor analysis was<br />selected using smart PLS 3 software. The findings of the qualitative section include 12<br />components, including: network productive learning, development of competencies of<br />teachers and school staff, improvement of overall quality in school, development of<br />knowledge management in school, learner maturity, school maturity, group factors,<br />organizational factors, capabilities Individual and sustainable development. The results of<br />confirmatory factor analysis indicated a good fit of the model. The results of the research can<br />help the senior managers of the educational system in establishing learning schoolsUniversity of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211201Investigating the Role of Schools Principals’ Entrepreneurial Attitude on Their Job Performance809261956https://doi.org/10.34785/J010.2021.031ENFarnoosh AlamiAssistant Professor, Department of Educational Science, Shahid Beheshti University, Tehran, IranSeyedmohammadali HosseiniM. A. in Educational Administration, Shahid Beheshti University, Tehran, IranRasoul HosseiniAssistant Professor, Department of Educational Management, Farhangian University, Tehran, IranJournal Article20210904The purpose of this study was to investigate the role of entrepreneurial attitude in the job<br />performance of schools of Damavand County. The research method was applied and<br />descriptive. The statistical population of this study consisted of all principals and deputies of<br />(public) schools in Damavand County in the academic year 2018-19, which were equal to 218<br />people. The statistical sample size using Cochran’s formula was estimated to be about 139<br />people who were selected through stratified random sampling. The tool of questionnaire was<br />used to collect the data. Data were analyzed using SPSS software. Construct validity was used<br />to evaluate the validity of the research questionnaire and Cronbach’s alpha coefficient was<br />used to analyze its reliability. Findings showed that there was a significant relationship<br />between entrepreneurial attitude and job performance of school principals and there was a<br />significant relationship between the four dimensions of attitude and job performance. Also,<br />the current situation of entrepreneurial attitude and job performance of Damavand County<br />managers is at a desirable level. The regression analysis of the study showed that among the<br />four dimensions of entrepreneurial attitude, the dimension of self-esteem was the strongest<br />and the dimension of success-oriented was the weakest predictor of job performance among<br />principals and deputies of (public) schools in Damavand County.University of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211201Investigating the Role of Facilitating Principals in The Professional Development of High School Teachers9310762065https://doi.org/10.34785/J010.2021.032ENFariba KazeminasabM. A. Student in Educational Management, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran
University, Ahvaz, Iran.0000-0002-2342-5680Yadolah MehralizadehProfessor, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran.0000-0002-0451-2455Hamid FarhadiradAssociate Professor, Department of Education, Faculty of Education Science and Psychology, Shahid Chamran University, Ahvaz, Iran.0000-0002-2738-6957Journal Article20210818Support for teacher learning and development is one of the fundamental roles of school<br />principals. Principals as facilitators can play an effective role in strengthening professional<br />development of teachers. The main aim of this research was to investigate the role of<br />facilitating principals in the professional development of secondary school teachers in<br />District 1 of Ahvaz city with a qualitative method. Snowball sampling method was used to<br />select the sample. For data collection, semi-structured interview method and data were<br />extracted and analyzed based on content analysis method. This study sought to answer five<br />research questions. Findings showed that managers have good skills but need to acquire the<br />necessary skills in areas such as evaluation, planning and delegation. It was also found that<br />principals carry out effective activities in the school, but do not draw up appropriate plans<br />for holding and conducting in-house workshops and seminars. This study also showed that<br />the most important challenges that principals face in exercising the facilitating role for the<br />development of teachers' professions are insufficient budget, lack of facilities and teaching<br />materials, administrative bureaucracies, lack of motivation of teachers and so on.University of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211222Sustainable School in the Islamic Republic of Iran: A Multiple methods Qualitative Approach10813262180https://doi.org/10.34785/J010.2021.033ENJafar TorkzadehAssociate Professor, Department of education & psychology, Shiraz University, Shiraz, Iran.0000-0002-2303-7573Maryam VafaeiPhD Student, Educational Administration, Department of education & psychology, Shiraz University, Shiraz, Iran.Rahmatolah MarzughiProfessor, Department of education & psychology, Shiraz University, Shiraz, Iran.Mahdi MohammadiAssociate Professor, Department of education & psychology, Shiraz University, Shiraz, Iran.Ghasem SalimiAssociate Professor, Department of education & psychology, Shiraz University, Shiraz, Iran.Journal Article20210831The purpose of this study was to design a model for sustainable school in Islamic Republic of<br />Iran. The method of the research was multi-method qualitative including: the meta-synthesis<br />method & case study. Data gathering resources were all researches in the case of sustainable<br />school for the period from 2005 until 2020. These researches were selected by intensity case<br />sampling of targeted sampling approach .In this section, qualitative content analysis was used<br />for data gathering. The findings of this section revealed some part of sustainable school model.<br />In the case study, the potential participants to be interviewed were the experienced natives,<br />and Iran’s upstream documents and the declarations of the revolution leaders were surveyed.<br />Key informants to be interviewed were selected by standard targeted sampling method. Data<br />gathering method in this section were semi structured interviews with key informants and<br />document mining. The findings of this research was the model of sustainable school in Islamic<br />Republic of Iran which consists of inputs(teacher and executive staff, curriculum, space &<br />equipment, & policies), processes(teaching, learning, management & planning),<br />subsystems(individual, structural, political & cultural) , outputs(student with sustainable<br />development approach & a sustainable school model) and characteristics of them in the form<br />of a social system. The result of this research showed that for achieving the intended outputs,<br />all the inputs, processes and subsystems should have appropriate characteristics.University of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211201Identifying Behaviors and Dimensions of Teaching-Learning Leadership of Elementary School Principals: A Qualitative Research13314762173https://doi.org/10.34785/J010.2021.034ENBijan AbdollahiProfessor, Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran.0000-0002-1900-0356Azar BahramiPhD Student of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran0000000180182411Hamidreza ArastehProfessor of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran0000-0003-2136-0008Hossain AbasianAssistant Professor, Department of Educational Administration, Kharazmi University, Tehran, Iran.0000-0001-8146-7849Journal Article20210828A general consensus has been created on the need for the presence of effective school<br />leaders who have can improve the quality of teaching-learning. Instructional leadership is a<br />comprehensive activity which provides learning opportunities for teacher professional<br />development and student academic achievement. This study was qualitative of descriptive-<br />exploratory type. Thematic analysis and themes network were used to identify the behaviors<br />and dimensions of instructional leadership. In order to collect and identify themes,<br />theoretical foundations and opinions of experts in this field were extracted and coded by<br />analyzing the sources published texts during 1990-2018 which were indexed in databases.<br />Due to the large number of sources, a number of them were selected based on sample<br />criteria. In the present study, the coding first was done manually by studying the teaching-<br />learning leadership-related articles and documents (line by line) and computer coding was<br />done with MAXQDA after completing the manual coding. Then, the results of these two<br />codings were compared with each other, and the Holsti’s approach was used to calculate the<br />reliability, the reliability of which was 0.92.. Findings indicated that instructional leadership<br />has eight dimensions, 25 components and 177 behaviors whose dimensions include defining<br />the school’s vision, school-based supervision, action research, the teacher professional<br />development, preparation, monitoring of the teaching-learning process, distributive<br />leadership, and curriculum management.University of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211222School Human Resource Development's Policymaking Model: A Grounded Theory Study14816162067https://doi.org/10.34785/J010.2021.002ENJafar PashsyeeDepartment of Educational Administration, Islamic Azad University, Tabriz Branch, Tabriz, IranBehnam TalebiDepartment of Educational Administration, Islamic Azad University, Tabriz Branch, Tabriz, IranZarin DaneshvarDepartment of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran.Journal Article20210821The purpose of this study was to design a human resource development policymaking<br />model in school with a Grounded Theory approach. This study was conducted with a<br />qualitative approach and using semi-structured interview tools. The number of participants<br />in this research was 25 experts who were selected by purposive sampling method. Content<br />analysis based on the continuous comparison method of Strauss and Corbin was used to<br />analyze the interview texts. Experts and participants in the research have been referred for<br />data validation. The results of open, axial and selective coding showed: the core theme<br />with the focus on the policymaking process, including: cyclical, pluralism in school, being<br />up-to-date. Causal conditions include: developments, new needs, rising expectations,<br />school inefficiencies; Contextual includes: government support for schools, school budget,<br />social culture supporting the school; Mediating factors include: lack of school authority<br />and high centralization, structural weakness in vocational training, e-learning<br />infrastructure, lack of effective performance reward tools; Strategies include: increasing<br />the academic level and professional skills of principals and policy makers, participation of<br />school manpower in policy making, control and evaluation of school human resource<br />development policies and programs, new organizational authorities, new performance<br />reward tools; Consequences include: increasing the quality of education, school<br />productivity, commitment and cooperation, parental satisfaction and improving the<br />professional status of the school.University of Kurdistan With the Co-operation of The Iranian Educational Administration AssociationSchool Administration2538-47249420211201Dimensions and Dynamics Components of Primary Schools by Research Synthesis Method16218262174https://doi.org/10.34785/J010.2021.003ENHossein Ali JahedDepartment of Educational Management, West Tehran Branch, Islamic Azad University, Tehran, IranToba RezaeyanPhD Student in Educational Management, Faculty of Psychology and Educational Sciences, South Tehran Branch, Islamic Azad University,
Tehran, IranMohammad NourianAssociate Professor, Department of Higher Education, Faculty of Educational Sciences and Psychology, South Tehran Branch, Islamic
Azad, Thran, Iran.Nayereh ShahmohammadyAssistant Professor, Faculty of Psychology and Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran.Journal Article20210818This Article tries to present Dymanic School Model for Primary Schools. The research<br />approach is qualitative and the method used is synthesis research, along with qualititative<br />content analysis. In synthesis research, recent researches were selected, analyzed and<br />categorized with a systematic method; and in qualitative content analysis, with the help of<br />semi-structured interviews with experts in the field of educational management and<br />planning, components are identified and the model of Dynamic School was formulated.<br />Study group consists researches conducted outside of Iran (2000 to 2020) and inside the<br />country (2000 to 2020). 62 cases were selected and analyzed as a sample, according to<br />their subject relation, key words and content relations with the dimensions and components<br />of Dynamic Primary Schools. Conducted analysis was initially codified and categorized,<br />then the main structure was identified as 25 components and 52 indicators related to 5<br />main aspects of improvement and evolution, student-based, pariticipation-based, research-<br />based and thinking. Education policy makers and planners of primary schools can assess<br />school performance using developed conceptual model and make decisions to reach<br />dynamics.