درخت حوزه‌های تخصصی

The present study aimed to design and validate a mindfulness model for school educational principals. To achieve this objective, an exploratory mixed-method approach was employed. The qualitative phase was based on grounded theory methodology. Participants included 18 experienced, specialized, and knowledgeable educational principals in the study topic, selected through theoretical purposive sampling. Data were collected via semi-structured interviews and analyzed using Strauss and Corbin's systematic approach (open, axial, and selective coding). Validation strategies included data and researcher triangulation, member checking by participants, and peer review of results. The paradigmatic model dimensions consisted of: Causal conditions (Pain and suffering, Demand, Study, Meditation, Interaction); Core phenomenon (Cultivating mindful educational principals); Contextual conditions (Educational system, Family institution, Attendance at spiritual gatherings, Attendance in nature); Intervening conditions (Educational and training system status, Welfare and economic status, Social and cultural status); Actions/interactions (Metacognitive awareness, Metacognitive skills); and Consequences (Spiritual growth and personal transformation, Improving the quality of personal and professional life). Based on these dimensions, the mindfulness model for educational principals was designed. In the quantitative phase, a questionnaire was developed based on qualitative findings and administered to 448 educational principals from seven educational districts in Razavi Khorasan Province. Collected data were analyzed descriptively, through exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM), confirming the validity of the overall model. The results can assist stakeholders and researchers in understanding mindfulness dimensions—particularly for educational principals—and provide a foundation for cultivating their development and equipping them with new competencies.

This study evaluated the effectiveness of the Shad virtual learning platform, a pivotal tool for distance education during the COVID-19 pandemic, from the perspectives of elementary school teachers and students in Kurdistan Province during the 2023 academic year. A descriptive-survey design was employed to investigate teachers' and students' viewpoints regarding six critical components of SHAD's effectiveness: content delivery, teacher-student interaction, student participation, assessment, monitoring, and feedback. The study population consisted of all elementary school teachers and students in Kurdistan Province. A multi-stage cluster sampling method was used to select a sample of 155 teachers and 235 students. Data were collected via two researcher-developed questionnaires, utilizing a five-point Likert scale, and analyzed using descriptive statistics, one-sample t-tests, and Mann-Whitney U tests in SPSS version 26. Expert opinions confirmed the content validity of the questionnaires, and Cronbach's alpha established reliability (0.81 for teachers and 0.87 for students). Findings indicated that both groups perceived SHAD as moderately effective in content delivery and feedback provision, while rating other components lower. Student mean scores were 3.41 for content delivery and 3.79 for feedback. Teacher mean scores were 3.11 for content delivery, 2.91 for interaction, and 3.78 for feedback. Significant differences (p < 0.05) were found between the two groups' views on content delivery, interaction, and monitoring. Feedback and student participation were considered most important, while monitoring, assessment, and direct interaction were deemed less significant. The study underscores the challenges SHAD faces in interaction and participation, highlighting the need for revision and improvement

The phenomenology of lived experiences of teachers and managers in relation to the Z generation offers valuable insights into the dynamics of contemporary education. This study explores the phenomenology of lived experiences of teachers and school managers within the context of Generation G in Sanandaj, Iran. Through qualitative methods, the research investigates the unique challenges and perceptions these educators face, emphasizing the cultural and social dynamics that impact their professional lives. Utilizing in-depth interviews with 24 participants, including 15 teachers and 9 school managers, the study reveals critical themes related to job stress, behavior management, and the impact of societal expectations. The findings contribute to a deeper understanding of educational practices in a localized context, shedding light on the implications for policy and training.In conclusion, understanding the lived experiences of teachers and school managers in relation to Generation G is crucial for developing educational frameworks that meet the needs of contemporary learners.