درخت حوزه‌های تخصصی

Research aims to identify barriers and problems in educational strategies implementation in schools. The current study is qualitative with an interpretive phenomenological approach. For the interview, the participants were selected by the purposive sampling method. The criteria for participating in the interview were managers' willingness to express their opinions on the research subject. The sampling process ended when data saturation was reached during the interview. Paul Colaizzi's method was used for data analysis. First, analysis data collection was continued until saturation. Several vital sentences were extracted and formulated. Participants' opinions were kept, making data reliability and their ability to be verified possible. After analyzing the findings, school problems and barriers were categorized into four categories: financial and credit, human resources, system problems, and multiple tasks. Components: lack of per capita, wear and tear of buildings, equipment, a debt of energy carriers, lack of allocation of specialized teachers, new teachers, reduction of cooperation and assistance of parents, forced teaching of administrative staff, the unwillingness of students, lack of allocation of staff based on the organizational chart, The number of sites and their continuous changes, textbook registration system, pre-registration, the existence of various projects and ceremonies, repetitive and voluminous circulars, intervention of unrelated organizations and departments were among the most critical challenges of school management

Method: This study is practical in terms of purpose, and descriptive correlational in terms of method. The statistical population includes all teachers from second normal secondary schools in the first and second districts of Sanandaj city during the academic year of 2021-2, totalling 686 individuals. A sample size of 343 was selected using a simple random sampling method. Data was collected through three questionnaires: The 10-Item Ethical Leadership Scale by Brown and Trevino (2005), The 12-Item Collective Efficacy Questionnaire by Goddard (2001), and The 9-Item Questionnaire by Schaufeli et al. (2002) utilizing a five-point Likert scale. The face validity of the questionnaires was confirmed through expert opinions, while their construct validity was established by Confirmatory Factor Analysis (CFA). To ensure questionnaire reliability, the Cronbach’s alpha coefficient was utilized. The resulting reliability coefficients for the ethical leadership, self-efficacy, and job involvement questionnaires were 0.91, 0.72, and 0.93, respectively. After verifying that the parametric assumptions were met, the data was analysed using Pearson’s correlation test and structural equation modelling via SPSS software. The results revealed a favourable fit for the research’s structural model, indicating a direct relationship between the ethical leadership style of school managers and teachers’ collective efficacy and job involvement. Furthermore, the ethical leadership status of school managers emerged as a significant predictor for teachers’ levels of collective efficacy and job involvement. These findings suggest that demonstrating ethical leadership behaviours can enhance teachers’ self-efficacy, thereby fostering greater passion and job involvement among them

Despite the complexity and ambiguity in the concept of entrepreneurship, the expectations of governments, policymakers and education stakeholders have led to increased pressure on schools to develop entrepreneurship and financial independence. Very little research has been done on entrepreneurial leadership in schools. Therefore, this general question was raised, what is the relationship between entrepreneurship and school leadership? Focusing on the transcendental phenomenology approach of Moustakas, the present research tried to count the lived experiences of 19 school principals who were selected purposefully and using the criterion sampling technique. A three-step sequential phenomenological interview protocol was used. The analysis and coding of the interviews were done using the three-stage thematic analysis method (basic, organizing and global) and drawing the theme networks, and Maxqda2020 software was used for data management. At the end of the thematic analysis, a total of 90 basic themes, 34 organizing themes and finally 8 global themes were counted, which were: acquisition entrepreneurship, financial efficiency, financial literacy, educational entrepreneurship, social activism, school cultural ambassador, organizational entrepreneurship, and independent entrepreneurship. The experiences of the participants indicated that the leaders adopted two main strategies to implement entrepreneurial leadership in the school: first, policies to advance school affairs, communicate with parents and teachers, provide diverse and extracurricular courses for students, prioritize assignments and promoting flexibility in the teaching-learning process, these were intra-school solutions. On the other hand, school entrepreneurial leaders used external strategies such as public visits to the school, taking risks, promoting collaborative work, and gaining power for the school