درخت حوزه‌های تخصصی

The present study examines the role of educational leaders in school changes: an analysis of approaches from the perspective of school principals and teachers. The research approach is qualitative and employs interpretative phenomenology. Data were collected using semi-structured interviews. The research sample includes 14 principals and teachers from schools in Kermanshah province, selected through maximum variation sampling (examining cases where the phenomena of interest have a strong presence). Data analysis was conducted using the critical incident technique. To determine the validity of the research, three methods were used: credibility, transferability, and confirmability. The research findings revealed seven key categories as effective approaches of educational leaders in schools for facilitating changes, which are: peer coaching approach, reflective/intellectual leadership approach, motivational mechanism approach, supportive/clinical approach, democratic leadership approach, communication-centered and trust-based approach, and the multidimensional perspective of leaders in assessment and judgment. Additionally, five key categories were identified as ineffective approaches of educational leaders in schools, which are: limited vision of leaders, weakness in the culture of specialization, lack of an integrative/unifying perspective from leaders, the inherently weak relationship between educational leaders and teachers, and an overemphasis on inspection. Therefore, it can be concluded that despite the importance of educational leaders in schools, the specialized nature of this role has been neglected by education policymakers, which can ultimately lead to a decline in students' academic performance in schools.

In recent years, the intensification of competition among schools—particularly in the non-governmental (private) sector—has significantly heightened the importance of educational marketing and the determinants influencing school selection by families. This growing emphasis underscores the strategic role of marketing practices within educational institutions. The present study aims to identify key indicators and attributes influencing school choice from the perspective of academic literature. This qualitative research employed a summative content analysis approach. The study population comprised ten peer-reviewed domestic and international scholarly articles published in the domains of educational marketing, school choice, and educational management, which were selected through purposive sampling. Data were collected through a systematic literature review and analyzed via qualitative content analysis involving coding, categorization, and abstraction. The findings revealed nine core components as the principal criteria considered by students and their parents in school selection: quality of education, infrastructure and facilities, temporal and spatial proximity to the school, financial costs, academic reputation, curriculum modernity, institutional credibility, developmental services, and positive feedback.

The purpose of this research was to determine the effect of school leadership on professional learning with the mediating role of collective efficiency and the moderating role of uncertainty avoidance among elementary school teachers in the 2nd district of Urmia city. This research, in terms of its practical purpose, in terms of the descriptive-correlational research method, is of the structural equation modeling type and falls within the scope of causal modeling research. The statistical population of the current research was all primary school teachers of district 2 of Urmia city, numbering 1285. The statistical sample size was 296 using Cochran's formula. The sampling method in this research is the cluster method and the data collection tool is the questionnaire. In this research, the data analysis was done in two parts, descriptive and inferential. The results of the research hypotheses test showed that school leadership on professional learning, school leadership on collective efficiency, collective efficiency on The professional learning of school leadership has a positive and significant effect on the professional learning of teachers through the mediation of collective efficiency. Finally, the moderating role of uncertainty avoidance in the relationship between school leadership and collective efficacy of teachers was confirmed.