درخت حوزه‌های تخصصی

To determine the effect of authentic leadership style on the performance of principals of schools, this research was conducted using   an exploratory mixed method. In the first phase that is, qualitative section, 13 experts of educational leadership were purposefully selected in Isfahan province and a semi-structured interview was conducted till theoretical saturation. Thematic analysis was used to analyze the data. The main categories of authentic leadership were identified in seven themes of awareness, honesty, trust, and accurate assessment, supporter, transformational and training. In the second phase, a 24-item questionnaire based on a five-point Likert scale was administered. The tools’ face and content validity were confirmed by experts. In total 120 questionnaires were completed and analyzed. The reliability of the questionnaire was confirmed by Cronbach's alpha of 0.82. In analyzing data structural equation method and exploratory factor analysis by PLS software were used and the effects of the observed variables on the existing variables were investigated. The findings reveal that; authentic leadership has a positive effect on the performance of school principals. Therefore, the results of the conceptual model were analyzed through the analysis of the path of authentic leadership and the performance of school principals.

This article presents a theory using an interpretive approach to explore the role of counseling and psychological services in empowering women in management and leadership positions at universities. The study systematically examines this role through data collected from 22 participants, including students, staff, professors, and female university managers, from Kurdistan University in Sanandaj and Salah al-Din University in Erbil. Participants were purposefully selected, and data was gathered via semi-structured interviews. Analysis involved a novel method and continuous comparative analysis through three-stage theoretical coding. This process identified 300 open codes, 35 central codes, and seven selective codes: mental ability, economic ability, political ability, social ability, group ability, physical ability, and academic ability. The findings revealed that empowerment is a process rather than a product. For counseling and psychological service programs to be effective, all individuals involved in the empowerment process must have a clear understanding of its requirements and methods. Ultimately, the success of these efforts is likely determined by the women themselves. While empowerment is crucial within universities, creating a positive organizational atmosphere and a supportive culture that fosters spontaneous empowerment among female students, employees, and managers is equally important. Moreover, establishing empowerment initiatives strengthens the move towards university independence and reinforces the perception of higher education institutions as unique entities with distinct cultures. The study also highlights the importance of context and situational factors in implementing empowerment, emphasizing the need to avoid applying models that do not align with cultural contexts. Finally, university administrators must be personally committed to empowering women in management and leadership roles before any efforts can be successful.