https://ael.uma.ac.ir/ Applied Educational Leadership en daily 1 Mon, 22 Jun 2026 00:00:00 +0330 Mon, 22 Jun 2026 00:00:00 +0330 https://ael.uma.ac.ir/article_4619.html Background and Objective: This study aimed to examine the current status and model the structural relationships among social capital, readiness for change, and the ability of schools to response to environment in Shiraz. This research is applied in nature and employs a descriptive-correlational design using Structural Equation Modeling (SEM). research methodology: The statistical population consisted of school employees in Shiraz (approximately 17,000 individuals), with the sample size determined using Cochran's formula. Through simple cluster sampling, 105 schools and 416 participants were selected. Data were collected using standardized questionnaires for social capital, readiness for change, the ability of schools to response to environment. Data analysis was performed using SPSS and Amos 24 software, employing one-sample t-tests, Pearson correlation coefficients, and multiple regression analysis.. Findings: The results indicated that social capital and readiness for change were at a level above average, while school environmental responsiveness was at a desirable level. Furthermore, significant positive correlations were observed among the three variables. Structural model analysis revealed that in the interaction model, social capital does not have a significant direct effect on environmental responsiveness; however, readiness for change exerts a significant direct effect. Additionally, the interaction effect between social capital and readiness for change was found to be significant. Conclusion: The findings confirm that social capital plays an indirect role in predicting school environmental responsiveness by strengthening readiness for change. These results emphasize the strategic importance of simultaneously enhancing social capital and readiness for change to improve the organizational responsiveness of schools to environmental transformations. https://ael.uma.ac.ir/article_4605.html Background and Objective: This study aimed to conduct a comparative analysis of the processes for selecting and appointing primary school principals in Iran, Finland, Germany, and the United States, with the purpose of identifying key similarities and policy-relevant differences in their principal recruitment systems. Research Methodology: The study employed a qualitative comparative approach based on Brady’s four-stage model, including description, interpretation, adjacency, and comparison. Data were collected through the analysis of official documents, national regulations, UNESCO and OECD reports, and peer‑reviewed scientific studies. Findings: The findings indicated that all four countries operate within formal legal frameworks or competency-based standards for the selection of school principals, and prior professional experience in teaching or educational leadership is a shared requirement. However, notable differences emerged in three areas: the degree of governance centralization, the tools and pre‑appointment training mechanisms, and the extent of stakeholder participation. Examples include Finland’s 25-credit certification requirement, the PSEL standards and leadership pipelines in the United States, and the role of school associations in Germany, contrasted with the absence of mandatory certification and limited stakeholder involvement in Iran. Conclusion: The results suggest that improving the quality of educational leadership depends on integrating three core components: a national competency framework, structured pre‑appointment training and certification, and multi-source evaluation with stakeholder participation. It is therefore recommended that Iran redesign its principal selection process—moving from a bureaucratic model toward a professional merit‑based system—by developing a national competency framework, establishing a pre‑appointment certification program, implementing multi‑stage assessments, and strengthening the role of teachers and parents in decision-making. https://ael.uma.ac.ir/article_4520.html Background and Objective: The present study aimed to investigate the relationship between ethical leadership and organizational effectiveness with the mediating role of organizational vitality.research methodology: The present study is applied and, based on the paradigm, is classified as quantitative research. The method used in the study is descriptive-correlational, considering the type of data collection. In correlation research, the relationship between variables is analyzed based on the purpose of the research. The statistical population of this study is all teachers working in the primary school of Sanandaj District 2, 700 people, from which the sample size was selected as stratified sampling based on the Morgan table, 208 people. Three ethical leadership questionnaires were used. The collected data were analyzed based on the structural equation model in SPSS27 and Smart PLS 3 software.Findings: The results showed that the direct effect of ethical leadership on organizational effectiveness and organizational vitality is positive and significant. Organizational vitality also has a positive and significant effect on organizational effectiveness. The results of the study also showed an indirect and significant effect of ethical leadership on organizational effectiveness through organizational vitality.Conclusion: This research showed that managers can play a decisive role in increasing organizational vitality and effectiveness of teachers by utilizing ethical leadership style, and the more vibrant and ethically rich the work environment, the higher the effectiveness. https://ael.uma.ac.ir/article_2001.html The issue of organizational accountability as one of the topics in today's organizations has attracted a lot of attention and the analysis of this concept requires the identification and control of numerous factors inside and outside the organization. The present study is a descriptive correlational model (structural equation model), which was conducted to investigate the effect of ethical leadership and job motivation on organizational accountability mediated by organizational voice among the staff of Mohaghegh Ardabili University. The statistical population of the present study consists of 713 faculty and non-faculty members of Mohaghegh Ardabili University in 1401-1400. The sampling method used was multi-stage clustering and due to the heterogeneity of the statistical population, stratified sampling method was used. From the aforementioned statistical population, according to Morgan's table, a sample of 321 people (173 females and 148 males) were selected. Information needed to answer research questions and hypotheses was collected through written questionnaires. Data analysis was performed in two sections of descriptive statistics and inferential statistics using SPSS and lisrel software. The results indicate that the rate of direct impact of ethical leadership on job motivation is 0.32, job motivation on organizational voice 0.28, organizational voice on organizational accountability is 0.12. Given the impact of leadership style and job motivation on organizational accountability, it is necessary for managers of organizations to use ethical leadership style and provide a basis for expressing the ideas and thoughts of employees. https://ael.uma.ac.ir/article_4717.html Introduction and Aim: E-learning, as one of the most significant achievements of digital transformation, offers an unparalleled capacity to overcome the limitations of face-to-face education and foster educational equity within the higher education system. However, the sustainability and effectiveness of this model are profoundly dependent on the establishment of robust mechanisms for “e-learning quality assurance assessment.” This study aimed to systematically identify the existing challenges in this domain and provide a precise overview of the factors influencing the quality of e-learning within Iran’s higher education system. Methodology: This qualitative study employed content analysis with a thematic analysis approach. Participants comprised 20 managers, faculty members, and experts in educational management and higher education planning from the University of Tehran, selected through theoretical sampling complemented by the snowball technique. Data derived from semi-structured in-depth interviews were analyzed using open, axial, and selective coding processes. Findings: The data analysis yielded the identification of 43 initial codes, 8 secondary codes, and 3 main categories. These categories encompass “educational” challenges (which include weaknesses in instructional competencies, educational content, and assessment processes, “technical and structural” challenges (arising from deficiencies in technological infrastructure and a lack of technical skills among users), and “organizational and managerial” challenges (related to shortcomings in policymaking, planning, management, and leadership). Collectively, these three categories delineate the key impediments to e-learning quality assurance assessment. Conclusion: The findings indicate that the challenges in e-learning quality assurance assessment possess diverse managerial, organizational, and educational dimensions. Addressing these obstacles and developing comprehensive plans for their resolution is an undeniable necessity for enhancing the quality of higher education in the e-learning context and bolstering public trust in this educational modality. https://ael.uma.ac.ir/article_4719.html Background and Objective: The development of international scientific activities is one of the main concerns of the world's top universities in order to improve quality, brand building, and increase credibility. The aim of the present study, which was conducted with a qualitative approach, is to present a desirable model of international research and educational cooperation in the country's higher education system. research methodology: The present study was conducted using a qualitative research method of grounded theory and interviews with a purposefully selected sample of experts, managers, and policymakers who had relevant educational, research, and executive backgrounds. The interviews were analyzed using Strauss and Corbin coding methods (open, selective, and axial). Findings: After conducting interviews and open and axial coding in the qualitative stage, the research results indicated 18 general categories including causal conditions (individual factors, technology and communication, multiculturalism, curriculum and infrastructure and equipment), contextual conditions (political, economic and cultural factors), intervening conditions (government policies and globalization), axial category (international educational and research collaborations), strategies for developing international educational and research collaborations (external and intra-organizational), and consequences (economic development, improving the quality of education and research, developing international political relations, and gaining international reputation and credibility), which reflected the pattern of developing international educational and research collaborations in the country's higher education system and the relationships between its various dimensions. Conclusion: The findings and results of the study indicate that the development of international educational and research cooperation in the country's higher education system depends on the realization of the factors and components under study. Therefore, it is recommended that managers and policymakers of the country's higher education system take steps to develop international educational and research cooperation in the country's higher education system by developing a comprehensive and documented program to strengthen international educational and research cooperation and also to deepen international cooperation to the decision-making and executive levels of the university. https://ael.uma.ac.ir/article_4409.html Background and Objective: Today, educational institutions are important tools for achieving social goals and objectives. This study was conducted with the aim of designing and validating a Pattern for promoting social responsibility of elementary school teachers.research methodology: The research method in the qualitative part was the use of the content analysis method and in the quantitative part, it was a descriptive survey type. The statistical population of the qualitative part was 12 experts according to the saturation principle using the purposeful judgmental sampling method and semi-structured interviews; and in the quantitative part, elementary school teachers and administrators were selected using the stratified random method. Qualitative data were analyzed using the Brown and Clark content analysis method, and in the quantitative part, structural equation Pattern ing was performed using the partial least squares method.Findings: The results of the qualitative stage were to obtain an initial conceptual model consisting of 9 dimensions. In the quantitative stage, a standard questionnaire was designed based on the initial Pattern and, after validation, was distributed to a larger sample of elementary school teachers and administrators. The overall fit index value in the present study was 0.30917, which indicates that it has a moderate fit in the sample under study.Conclusion: The results indicate that the obtained Pattern is effective in the process of developing and promoting teachers' social responsibility and can be practically implemented in the education system and can be an effective guide for educational policymakers and school administrators towards development. https://ael.uma.ac.ir/article_4716.html Background and Objective: Organizational culture and job passion are key concepts in the field of management and organizational behavior that are closely linked to the performance and success of organizations. This research is conducted to describe, analyze and synthesize the literature on the role of organizational culture on job passion. research methodology: This study is a meta-analysis. The statistical population of the present study consists of all written documents, including theses and articles published in Persian scientific research journals, on the topic of the correlation between organizational culture and job passion. The documents and resources collected were written between 1390 (2011) and 1402 (2023). The published works were searched in the Magiran, Google Scholar, Iran Doc, and SID (Scientific Information Database Center of Jihad University) databases. Of the 46 articles, 4 were excluded due to an irrelevant title, 5 were excluded due to an irrelevant abstract, and 4 were excluded due to irrelevant content. The analysis was conducted on 34 articles using the CMA 3 software. The tests (X2), (t), (Z), and Hedges' g index were used to measure the effect size, and the funnel plot was used to measure publication bias.. Findings: The results of the meta-analysis showed that organizational culture has a mean effect size of 0.482, a significance level of 0.05, an alpha of 0.05, and (P<0.05). This indicates a close to moderate relationship between the two variables. Conclusion: Based on the results, it was found that organizational culture has a direct relationship with job passion, with an effect size of 0.482, which is close to the medium range. The results of the synthesis of the effect sizes of the primary studies suggest that the role of organizational culture on job passion is confirmed, and according to Cohen's criteria, the magnitude of this role is higher https://ael.uma.ac.ir/article_2272.html Introduction and Objective: This study was conducted with the aim of knowing the relationship between infrastructural, technical and equipment barriers with the correct and optimal use of students' social networks (SHAD) from the perspective of school administrators in Dorud city. Research Methodology: The present study is a descriptive-survey type of correlation. The statistical population of the study includes 116 school administrators in Dorud city. Due to the limitation of the statistical population, the census method was used and all members of the statistical population were studied. A researcher-made questionnaire was used to collect the data required for the study. The reliability of the questionnaire was estimated at 82/. based on the Cronbach's alpha coefficient formula. For analyzing the collected data, frequency, percentage and mean were used in the descriptive statistics section, and in the inferential statistics section, the Pearson and Kolmogorov-Smirnov correlation coefficients were used to determine the normality of the data. SPSS 26 statistical software was used to analyze the data. Findings: The research findings showed that from the perspective of school administrators in Dorud city, there is a positive and significant relationship between infrastructure barriers (0.545), technical barriers (0.489) and equipment barriers (0.551) with the correct and optimal use of the students' social network (SHAD). Discussion and Conclusion: Without a doubt, paying attention to and strengthening technical and equipment infrastructure can play an important and undeniable role in using and benefiting as much as possible from the students' social network (SHAD(. https://ael.uma.ac.ir/article_4558.html Background and Objective:The purpose of the present research is to identify the obstacles to the promotion of women to managerial positions in the education department of Urmia city, Iran. Research methodology: This research was a qualitative study with a phenomenological design. For this purpose, 20 female managers and employees of Urmia city's education department were selected as a sample using a criterion-based purposeful sampling method and based on the principle of theoretical saturation. Data were collected through semi-structured interviews. After transcribing, the text of the interviews was analyzed using the Diekelman approach and thematic analysis method in MAXQDA software. The validity and reliability of the findings were ensured through member checking and peer debriefing. Findings: The results showed that the lived experiences of women regarding obstacles to their promotion to managerial positions were extracted into 4 themes and 5 categories. The themes included: 1) cultural and social barriers, 2) personal barriers (familial, behavioral, skill-based, and attitudinal), 3) organizational barriers, and 4) gender discrimination. The categories included: 1) lack of confidence in women's abilities and characteristics, 2) lack of family support, 3) false beliefs, 4) lack of priority for women's issues in the current affairs of the country, and 5) male-dominated government structure. Among these, personal barriers had the highest frequency of references (183), followed by gender discrimination (139), organizational barriers (111), and cultural-social barriers (103). Conclusion: The traditional view and approach to the position of women in society is one of the root factors in not promoting women to managerial positions. Educational organizations that actively challenge gender stereotypes, provide family and organizational support, and implement transparent, merit-based promotion systems can ensure greater female representation in leadership roles. https://ael.uma.ac.ir/article_4718.html Background and Objective: This study aimed to design and validate a development model for critical thinking among elementary school students in Ardabil, Iran. research methodology: Utilizing an applied, mixed-methods, exploratory research design, the study employed Strauss and Corbin’s (1990) systematic grounded theory for the qualitative phase and a descriptive-correlational design for the quantitative phase. The qualitative sample consisted of 14 educational science experts selected through purposeful sampling until theoretical saturation. The quantitative population comprised 2,600 elementary teachers, from which 335 participants were selected via non-random availability sampling. Data were collected using a researcher-developed questionnaire derived from qualitative findings. Through systematic open, axial, and selective coding, data were synthesized into 120 open codes, 86 concepts, 17 categories, and 6 core classes. Findings: The findings indicate that the developed model for fostering critical thinking is valid (p<0.05). Key dimensions of the model include creative thinking, spiritual and emotional intelligence, problem-based learning, development of reasoning skills, innovative and interactive teaching methods, continuous feedback, digital literacy, and the promotion of self-confidence and intellectual diversity among students. Conclusion: The validated model provides a comprehensive framework and practical guide for educators and policymakers to enhance critical thinking skills within the elementary education system of Ardabil. https://ael.uma.ac.ir/article_4687.html Background and Objective: This study aims to propose a paradigmatic model for excellence in educational systems for training AI-based entrepreneurs, with a specific emphasis on the role of educational mentors. research methodology: This research is applied in its purpose and employs a qualitative research design based on Grounded Theory. The study population consisted of educational mentors, entrepreneurship professors, incubator managers, and entrepreneurs active in the fields of technology and artificial intelligence, selected through purposive, criterion-based sampling. Data were collected through in-depth semi-structured interviews, and the sampling process continued until theoretical saturation was reached. Data analysis was conducted with open, axial, and selective coding. To ensure the trustworthiness of the findings, Lincoln and Guba’s four criteria—credibility, transferability, dependability, and confirmability were applied. Findings: The findings highlight the following components: Causal conditions (weakness in problem-solving and market needs assessment, gaps in AI technological competencies, and deficiency in entrepreneurial and managerial skills); Contextual conditions (transformation in technological entrepreneurship education, innovative and interdisciplinary learning environments, and an innovation-supportive academic culture); Intervening conditions (technological and market uncertainties, and limitations in specialized mentoring infrastructure); Strategies (technical empowerment of AI teams, guidance on product development and validation, development of commercialization capabilities, advancement of entrepreneurial soft skills, networking, and implementation of a monitoring and evaluation system for entrepreneurial learning); and Consequences (creation of AI-based businesses, readiness for commercialization, and the formation of a technological entrepreneurial identity). Conclusion: The proposed model can serve as a practical framework for policymakers, educational planners, universities, and innovation centers in promoting technology-based entrepreneurship. https://ael.uma.ac.ir/article_3074.html Background and Objective: The aim of this study was to investigate the lived experience of secondary school dropouts in the suburbs of Ardabil. Research Methodology: This qualitative study was conducted with the participation and accompaniment of 18 drop-out students in the period of 2017-2022 in Ardabil city through purposive sampling and semi-structured interviews and the qualitative content analysis method was used to analyze the obtained information. Findings: The results showed that the reasons for dropping out of high school students are: personal factors (physical, psychological and personality barriers / negative attitude to continue education) and environmental factors (economy and livelihood / defective family function / dysfunctional educational environment / environment Improper life / injuries during school). Conclusion: The research results showed; Characteristics and factors that have caused secondary school students to drop out of school in the suburbs of Ardabil; It is a set of individual and environmental factors, so it is suggested that the country's education system to remove obstacles and implement the solutions obtained from this research to be effective in preventing the dropout of these students. https://ael.uma.ac.ir/article_2185.html The aim of the present study was to investigate the relationship between organizational culture, teamwork and job performance of Urmia University employees. The statistical population included all the employees of Urmia University in the number of 480 people (323 men and 117 women) who were selected as a sample using relative stratified random sampling and based on Morgan's table, 270 people (187 men and 83 women) . In order to collect data, three standard questionnaires were used, Patterson's job performance (2008), teamwork questionnaire based on Lencioni's model (2004) and Dennison's organizational culture (2000). The validity of the questionnaires was confirmed by the supervisor. The reliability of the research tool was calculated using Cronbach's test as 0.87 for the Kartimi questionnaire, 0.80 for the organizational culture questionnaire and 0.78 for the job performance questionnaire. Descriptive statistics (mean, standard deviation, variance and percentage) were used for data analysis, and Pearson's correlation coefficient test was used for inferential statistics. The findings showed that organizational culture and teamwork are not in a favorable state, but job performance is in a favorable state. Also, there is a significant relationship between organizational culture and teamwork and job performance of Urmia University employees. And the participation and flexibility components of organizational culture have the power to predict teamwork and the flexibility component of organizational culture also has the power to predict the job performance of Urmia University employees. https://ael.uma.ac.ir/article_2357.html The aim of the research was to investigate the status of the activities of the literacy movement and the challenges governing it and to find solutions based on the lived experiences of educators, learners and education experts. Qualitative and phenomenological methods were used in this research. The interviewees of the research included all teachers, literates' students and specialists of Ardabil city in the academic year of 2022-2023. Data were collected using in-depth and semi-structured interviews.In the findings section, firstly, in the interview with educators, the majority believed in the existence of challenges and presented solutions to overcome the challenges. In the next step, in the interview with the literates' students, like educators, the existence of basic problems in the activities of the literacy movement was emphasized, and solutions were presented to overcome the challenges. In the end, an interview was conducted with experts about how the government supports literacy programs, the type of content taught, the optimal implementation of literacy movement programs, and suggestions for overcoming challenges. As a result, to improve the activities of the literacy movement, various solutions were found, some of which include; Financing and guaranteeing the jobs of educators, increasing the social value of the activities of the literacy movement, preparing and compiling new content according to the needs and level of understanding of literates' students, allocating suitable educational space, considering financial incentives for literates' students, Practical skill training, support of the media and presentation of a valid certificate. https://ael.uma.ac.ir/article_3372.html The present research was conducted with the aim of identifying the competence components of managers with an emphasis on emotional intelligence using a meta-composite qualitative approach. The current research was conducted in the framework of a qualitative approach and using the research synthesis method with the seven-step approach of Sandelowski and Barroso (2007). The statistical population under study includes all Persian and English researches and studies published in the field of personal development between 1385 and 1402. In this regard, the keywords related to the purpose of the research were searched and the articles and documents obtained were examined using the purposeful sampling method and according to the acceptance criteria, and finally 22 articles that met the inclusion criteria were analyzed using the three-stage coding method (open, central, selective) by MaxQDA 2020 software. Based on the results of data analysis, 88 open codes were identified for data collection, which were categorized into 3 main categories and 10 subcategories. The results showed that the individual, organizational and environmental components form the competence model of managers based on emotional intelligence. Therefore, special attention should be paid to the individual, organizational and environmental competences of the managers in the selection of managers for the insurance organization. https://ael.uma.ac.ir/article_3656.html Considering that teachers are known as the most important and effective factor in the school. The present study was conducted with the aim of investigating the mediating role of emotional intelligence and teachers' self-efficacy in the relationship between innovative leadership and job performance among primary school teachers in Ardabil city. The descriptive-correlation research method is based on the structural equation model. The statistical population of this research included all the primary school teachers of Ardabil city in the number of 3920 people, of which 349 people were the statistical sample of the research based on Cochran's formula and using the multi-stage cluster random sampling method to collect The data is selected. Standard questionnaires of emotional intelligence, teachers' self-efficacy, innovative leadership and job performance were used to collect data. Also, the structural equation model method was used to analyze the findings. The results of the correlation coefficient showed that there is a significant positive correlation between the variables of emotional intelligence, teachers' self-efficacy, innovative leadership and job performance. Also, modeling the structural equations of the research variables also indicated that the causal model of emotional intelligence and self-efficacy of teachers with innovative leadership and job performance has a suitable fit. Using an innovative leadership style that is accompanied by the creation of appropriate strategies in the school, if it is successfully implemented, helps to improve the efficiency of teachers, which leads to an increase in job performance and creates a competitive advantage among teachers. to be. https://ael.uma.ac.ir/article_3779.html Background and Objective: A key challenge in the educational system is the disparity in professional performance between graduates of teacher training programs and trainees from other educational paths. This study aims to identify and compare the professional performance of graduates from the Bachelor's program at the University of Education and trainees under Article 28 in Physical Education, based on evidence-based evaluation.Methodology: The study employed a mixed-methods approach (qualitative and quantitative). In the qualitative phase, data were collected and analyzed through semi-structured interviews with administrators, professors, and physical education teachers using grounded theory. In the quantitative phase, the sample comprised 284 participants, including administrators, teachers, and students. The data collection tool was a questionnaire based on the qualitative phase. Data analysis was performed using SPSS and LISREL software, employing confirmatory factor analysis (CFA) and independent t-tests.Findings: The analysis resulted in the extraction of 105 unique codes related to the empowerment of physical education teachers. Confirmatory factor analysis revealed that 91 items were grouped into 9 main factors: behavioral-cognitive, educational, professional development, professional ethics, management, technology, teaching, personal, and research. Statistical tests (KMO=0.902, χ²=12801.55, p<0.01) confirmed the validity and high correlation of the items, while the independent t-test showed significant differences between groups (p<0.01).Conclusion: Empowerment of physical education teachers in Iran is influenced by behavioral-cognitive, educational, professional development, and ethical factors. These findings provide a basis for designing effective educational and professional programs to enhance the empowerment and professional performance of physical education teachers in Iran. https://ael.uma.ac.ir/article_3800.html Background and Objective: In physical education classes, students may exhibit verbal and physical behaviors that create tension in the classroom. The objective of the present research is to identify the factors influencing the reduction of physical and verbal violence among students during school physical education hours. research methodology: This study, which was conducted in 2024, used the prospective (Glaser) approach to combine diverse data. The research population included school principals, physical education teachers, and faculty members of the sports psychology department, faculty members of the sports management department, students, and parents who were selected purposefully. To collect data, 19 semi-structured interviews were conducted to reach theoretical saturation. In order to validate the results, reliability was examined through coding with the cooperation of experts, and the percentage of agreement between coders was 75%. The coding steps were performed in Maxqda software. Finally, a conceptual model was extracted from the qualitative analyses. Findings: The findings indicate that, following a step-by-step coding process according to Glaser's method, a total of 77 initial codes were derived, categorized into three broad themes: internal dimensions, external dimensions, and education and cultural awareness. These were further grouped into seven concepts: individual factors, family factors, the role of schools, the role of physical education teachers, the role of peers, educational dimensions, and educational approaches. Conclusion: Educating on the importance of respecting rules, teaching communication skills, and anger management through educational programs has significant effects on reducing violence. https://ael.uma.ac.ir/article_3803.html The purpose of this research is to provide a model of factors affecting digital leadership in the sports industry using a qualitative meta-synthesis approach. :This research was conducted within the framework of a qualitative approach and using the meta-synthesis method with the seven-stage approach of Sandelowski and Barroso (2007). The statistical population was 61 published studies (articles, theses, dissertations) in reputable domestic and foreign scientific databases that were reviewed and studied based on the keyword digital leadership in order to achieve a theoretical sample that would cause theoretical saturation. In the field of sampling 33 relevant studies were selected . To examine the validity of the research, descriptive validity was used to determine the validity, which included all research reports related to the topic and the identification and description of the information in each of the reports in the study, which was confirmed by qualitative research specialists and experts. Also, the reliability of the coding was determined using the Kappa agreement coefficient with a value of 0.85. The method of conducting this research is meta-synthesis. Based on the results of data analysis, 102 open codes were identified for data collection, which were categorized into 17 subcategories and 3 main categories: individual factors, organizational factors, and environmental factors. The results showed that the existence of digital leadership in the country's sports industry will improve the process of adaptation and response to the developments of the digital age in the country's sports industry and will have good internal and external consequences. https://ael.uma.ac.ir/article_3953.html Learning culture in the 21st century is a missing link in educational organizations, and little attention has been paid to this important organizational variable in the educational dimension; therefore, the aim of this research was to identify the components of learning culture in schools from the perspective of experts. The present research was conducted with an applied purpose and a qualitative approach. The target group of the present research was also experts and specialists in the field of learning culture, who were selected as the research sample using a purposive sampling method, 17 sample teachers, sample managers, educational group heads, and university professors, and research data were collected from them using a semi-structured interview for one to one and a half hours, and open, axial, and selective coding methods were used to analyze the data. The total number of free codes extracted from the content of the interviews was 136 codes, which were classified into 22 core codes, and finally the components of learning culture in schools were classified into 7 selective codes, including: educational behavior of students, teachers, learning environment, effective interactions and communications, learning environment, content, evaluation system, and motivational system. The results indicate that the establishment of learning culture in schools depends on the realization of the factors and components under study. And education officials should take a step towards developing learning culture in schools by institutionalizing learning culture in schools. https://ael.uma.ac.ir/article_4136.html This research aims to deeply analyze the impact of the political tendencies of the governments of the Islamic Republic of Iran on policymaking in the field of education. To achieve this goal, a multi-stage mixed research design (qualitative-qualitative-qualitative-quantitative) was used, which includes documentary analysis of the approvals of the Supreme Council of the Cultural Revolution and the Supreme Council of Education, a systematic synthesis of domestic research over the past four decades, qualitative content analysis of experts' perspectives, and finally quantitative validation of the findings using the Delphi technique. This comprehensive approach allows for the discovery of hidden layers and complex dimensions of this impact through the examination of documents, research background, and expert opinions. The findings of this study show that the change of governments with different political tendencies has directly and indirectly transformed the content of policies, macro-directions, resource allocation and executive priorities in the education system. These effects have been manifested in dimensions such as curricula, human resource management, budgeting and external relations of education, which have been confirmed and finally ranked in the quantitative stage and through a survey of experts, the validity and importance of each of these dimensions have been confirmed and ranked. The output of this study is to present a local model for understanding the political dynamics affecting education in Iran https://ael.uma.ac.ir/article_4257.html Abstract Background and Objective: The present study was conducted with the aim of investigating the effect of transformative teaching on satisfying the basic psychological needs of students with academic failure. Research Methodology: The present research method was semi-experimental. Among the second-year male high school students in Pars Abad, 40 students were selected by random method with repeated measurements and were assigned to the transformational teaching group (20 students) and the control group (20 students). In the first stage, convenience sampling was used for screening, and after identifying students with academic failure, in the second stage, random method with repeated measurements was used. To collect the required data, the LaGuardia et al. (2000) Basic Psychological Needs Questionnaire was used. First, the transformational teaching method was taught to the experimental group using educational protocols. After conducting interventions related to the transformational teaching method, the standard questionnaire was redistributed and after collecting the questionnaires, the data were analyzed with SPSS software and the analysis of variance with repeated measurements statistical test. Findings: Therefore, considering the results of this research and similar studies, it can be said that the transformational teaching method improves the indicators of satisfaction of basic psychological needs and requires special attention to this issue in the country's educational system. Keywords: Transformative Teaching, Basic Psychological Needs, Academic Failure, students https://ael.uma.ac.ir/article_4449.html Background and Objective: This study aimed to evaluate the impact of electronic human resources management (e-HRM) on the educational effectiveness of Payam Noor University in Ardabil Province. research methodology: An applied, descriptive-analytical survey design was employed. The statistical population included all faculty members, managers, staff, and students of Payam Noor University in Ardabil. Using Cochran’s formula, a random sample of 380 individuals was selected. Data were collected via a questionnaire and analyzed using SPSS and Excel. Correlation tests, regression analysis, one-sample T-test, and Friedman test were applied for data analysis Findings: The results indicated that the organizational index, with a mean score of 2.19, was less favorable compared to the other indices, whereas the technological index, with a mean score of 2.73, was considered above the mid-point. Among the indices, respondents regarded the technological component as the most important factor. Conclusion: Technological, organizational, behavioral, and environmental components significantly influence the acceptance and effectiveness of the e-HRM system, with the technological component having the greatest impact. Based on these findings, practical recommendations are provided for organizational managers, and suggestions are made for future research. https://ael.uma.ac.ir/article_4510.html Introduction and Objective: The present study was conducted with the aim of evaluating the professional competencies of graduates of Farhangian University in East Azerbaijan Province from the perspective of school principals. Methodology: The present study was conducted using a quantitative approach and a descriptive–survey research design. The instrument was the 48-item “Professional Competence of Farhangian University Graduates” questionnaire (Ghasemzadeh Alishahi, Samadi, Hosseinizad Eskandar, 2025).The content validity of the instrument was confirmed by experts, and its reliability was verified using Cronbach’s alpha coefficient. The statistical population consisted of all Farhangian University Graduates in East Azerbaijan Province during the 2024–2025 academic year. Based on the Morgan table and using simple random sampling, 337 participants were selected. Data were analyzed using the one-sample t-test and the Friedman ranking test. Findings: The results of the one-sample t-test indicated that the mean scores of all dimensions of professional competence of Farhangian University graduates were above the theoretical average (3) and at a desirable level (p < 0/001). Furthermore, the results of the Friedman test revealed a significant difference among the dimensions (χ² = 395/607, p < 0/001); “cultural–social competence” ranked first with a mean rank of 4/22, whereas “innovative–technological competence” ranked lowest with a mean rank of 2/25. The mean scores of the other components were as follows: 'Research-Developmental Competence' (2.50), 'Educational-Pedagogical Competence' (3.90), 'Organizational-Institutional Competence' (4.01), and 'Internal-Value Competence' (4.12).' Discussion and Conclusion: The findings of this study can be considered by policymakers of the teacher education system . https://ael.uma.ac.ir/article_4513.html امروزه شرکت‌های دانش‌بنیان، موتور محرک اقتصاد دانش‌بنیان هستند. بسیاری از این شرکت‌های دانش‌بنیان در یک مجموعه تحت عنوان پارک علم و فناوری فعالیت می‌کنند؛ و از خدمات زیرساختی، خدمات مشاوره‌ای، حمایت‌های مالی آن برخوردارند. پارک علم و فناوری سازمانی است که به‌وسیله متخصصین حرفه‌ای مدیریت می‌شود و هدف ا صلی آن افزایش ثروت در جامعه به‌منظور توسعه عدالت از طریق توسعه فرهنگ نوآوری، افزایش توان رقابتی میان شرکت‌های حاضر در پارک و موسسه‌های متکی بر علم و دانش است. پارک علم و فناوری ساختاری حمایتی است که از طریق کمک به ایجاد و رشد شرکت‌های فناوری، به رشد و توسعه علم و فناوری و ایجاد ثروت بر پایه دانش کمک نموده و از طریق ارائه خدمات باارزش افزوده باﻻ، تأمین فضاﻫﺎی کاری و تسهیل ارتباط با دانشگاه زمینه توسعه کسب‌وکار شرکت‌ها را فراﻫﻢ می‌کند. هدف از این پژوهش شناسایی عوامل مؤثر بر آموزش مبتنی بر دانش‌بنیان در پارک‌های علم و فناوری است؛ با استفاده از روش فراترکیب، این تحقیق با شناسایی 49 مقاله باکیفیت در بازه زمانی سال 2004 تا 2021 و 1388 تا 1400 انجام گرفت. پس از استخراج مفاهیم و موضوعات برای بررسی عوامل مؤثر بر آموزش مبتنی بر دانش‌بنیان در پارک علم و فناوری با 4 عوامل؛ چارچوب گذاران دانش‌بنیان شامل (دولت، سیاست‌گذار)، نوآوران دانش‌بنیان شامل (شرکت‌های نوپا، شرکت‌های کوچک و متوسط و شرکت‌های زایشی)، ارائه‌دهندگان دانش‌بنیان شامل (دانشگاه، شرکت‌های دانش‌بنیان، مراکز تحقیقاتی)، تقاضاکنندگان دانش‌بنیان شامل (صنعت و بخش عمومی)، شناسایی شدند؛ و با توجه به یافته تحقیق در آخر پیشنهادهای کاربردی ارائه گردد. https://ael.uma.ac.ir/article_4528.html The aim of the present study was to examine the effect of academic stress on academic burnout among lower secondary school students, considering the mediating role of social support and school culture. This research was descriptive-correlational in nature and based on structural equation modeling (SEM). The statistical population consisted of all female lower secondary school students in District 1 of Ardabil city during the 2024–2025 academic year, from which 365 students were selected using a multi-stage cluster sampling method. The research instruments included the Academic Stress Questionnaire by Gadzella (1994), the School Burnout Inventory by Salmela-Aro and Näätänen (2005), the Social Support Scale by Vaux et al. (1986), and the School Culture Questionnaire by Gruenert (2005). Path analysis results indicated that academic stress had a direct, positive, and significant effect on academic burnout. Furthermore, the mediating roles of social support and school culture in weakening the relationship between stress and burnout were confirmed. The model fit indices indicated a good fit. Based on these findings, it can be concluded that enhancing social support and improving school culture can be effective strategies to reduce academic burnout resulting from academic stress. https://ael.uma.ac.ir/article_4577.html مقدمه و هدف: این مطالعه با هدف شناسایی ابعاد و مؤلفه‌های بلوغ دانشگاه در عصر فناوری‌های نوظهور و ارائه مدلی بومی برای ارزیابی سطح بلوغ دانشگاه‌های ایران انجام شد. با توجه به تأثیر فزاینده فناوری‌های دیجیتال بر آموزش عالی، نیاز به یک چارچوب روشن برای درک وضعیت موجود و حمایت از برنامه‌ریزی مؤثر ضروری بود. روش‌شناسی: این پژوهش با طرح کیفی و رویکرد پدیدارشناسی تفسیری انجام شد. شرکت‌کنندگان شامل ۱۹ عضو هیئت‌علمی از دانشگاه‌های دولتی ایران بودند که از طریق نمونه‌گیری هدفمند انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته جمع‌آوری و با استفاده از تحلیل مضمون تفسیری در سه مرحله کدگذاری باز، محوری و انتخابی تحلیل شدند. معیارهای گوبا و لینکلن نیز برای تضمین اعتبار و قابلیت اعتماد داده‌ها به‌کار گرفته شد. یافته: تحلیل داده‌ها منجر به استخراج ۷۰ کد اولیه، ۱۰ مؤلفه و چهار بعد اصلی بلوغ دانشگاه شد که شامل بعد ساختاری (زیرساخت‌های فناوری و حکمرانی داده)، بعد فرایندی (رهبری فناورانه و یادگیری فناورانه)، بعد فرهنگی (پذیرش فناوری و فرهنگ نوآوری‌محور)، و بعد پیامدی (تأثیرات آموزشی، سازمانی و نوآورانه) می باشند. بحث و نتیجه‌گیری: مدل ارائه‌شده چارچوبی کاربردی برای ارزیابی بلوغ دانشگاه‌ها و هدایت راهبردهای تحول دیجیتال فراهم می‌کند. تقویت زیرساخت‌های دیجیتال، بهبود حکمرانی داده، ارتقای رهبری فناورانه و ترویج یادگیری مستمر از عوامل ضروری برای دستیابی به بلوغ در عصر فناوری‌های نوین هستند. https://ael.uma.ac.ir/article_4601.html Background and Objective: Parental involvement in Iranian schools has traditionally been limited to attending meetings and providing peripheral support. Research indicates that meaningful parental engagement—where parents actively participate in educational decision-making, learning planning, and direct support of their children—enhances student outcomes. This study aimed to explain the transition from traditional parental involvement to active parental engagement in the teaching–learning process of children. research methodology: A qualitative approach using Strauss and Corbin’s grounded theory strategy was employed. Data were collected through semi-structured interviews with parents, teachers, and school administrators in Sanandaj. Theoretical sampling continued until data saturation was achieved. Data analysis followed three stages: open, axial, and selective coding. Findings: Effective parental engagement requires strategies such as building trust with families, maintaining continuous school–parent communication, actively inviting parental participation, providing parenting skills training, involving parents in decision-making, respecting cultural differences, supporting low-literate parents, and enhancing parental capacity for educational engagement. Barriers include a weak culture of participation, time constraints, lack of supportive policies, and traditional perceptions of parents’ roles. Conclusion: The study presents a theoretical model indicating that transitioning to active parental engagement depends on appropriate cultural, communicational, and policy infrastructures. These findings have practical implications for educational policy-making and the design of school-centered programs to foster meaningful parental participation. https://ael.uma.ac.ir/article_4607.html Background and Objective: Introduction and Objective: This study aimed to investigate the relationship between distributed leadership and educational quality with the mediating role of teacher autonomy and innovation. research methodology: The research method was a descriptive correlational research using the structural equation method. The statistical population of this study included 1554 secondary school teachers in Tabriz, of whom 310 were selected as samples according to the Cochran formula and using the available sampling method. To collect data, Gholami et al.'s Distributed Leadership Questionnaire (2014), Gole Dari et al.'s Teacher Independence (2014), Johnson's Teacher Innovation (2000), and Mousavi et al.'s Educational Quality (2017) were used. Spss software was used to analyze the data and Smart Pls software was used to Findings: The results of data analysis showed that distributed leadership has a positive and direct effect on educational quality, distributed leadership has a positive and direct effect on teachers' job autonomy, distributed leadership has a positive and direct effect on teachers' innovation, teachers' independence has a positive and direct effect on teachers' educational quality, job innovation has a positive and direct effect on educational quality, independence plays a mediating role in the relationship between distributed leadership and educational quality, and innovation plays a mediating role in the relationship between distributed leadership and educational quality. Discussion and Conclusion: students. Conclusion: Therefore, it can be said that distributed leadership, teacher independence, and teacher innovation are factors affecting educational quality among teachers that researchers in the field of education can pay special attention to. https://ael.uma.ac.ir/article_4624.html The aim of this study was to analyze the perceptions of students in gifted schools (SAMPAD schools) regarding the dimensions of superior talent management. The research method was a descriptive survey. The statistical population included all male and female third-year secondary school students in gifted schools across the country. The sampling method was multi-stage cluster and stratified sampling. The statistical sample consisted of 750 students, including 375 girls and 375 boys, as well as 250 students in experimental sciences, 250 students in mathematics, and 250 students in humanities.The measurement instrument was a Perceptions Assessment Questionnaire (Yousefzadeh & Rostami, 2023). The CVR method was used to determine the validity of the instrument, which was calculated to be 0.89. Cronbach's alpha method was used to assess reliability, and the reliability coefficient was calculated to be 0.86. For data analysis, descriptive statistics indices, data distribution normality tests (Kolmogorov-Smirnov), one-sample t-tests, independent t-tests, and one-way analysis of variance (ANOVA) were used. Data were analyzed using SPSS version 21 software.The results of the analysis showed that students' perceptions regarding the level of commitment and adherence to the values governing the Islamic system, belief in the nation's ability to achieve independence and self-sufficiency, and scientific ability and innovation were above average and at a very high level. Perceptions regarding elite migration management were below average. Perceptions regarding the belief in the ability to compete with developed countries were above average and at a high level. https://ael.uma.ac.ir/article_4704.html Background and Objective: This study aimed to validate the Intelligent Educational Leadership Scale in schools. Method: This was a descriptive-survey study. A researcher-made questionnaire was developed based on a qualitative model derived from grounded theory, comprising 6 main dimensions and 14 components. The statistical population included principals and teachers of schools in Pakdasht County during the 2025-2026 academic year, from which 219 individuals were selected using convenience sampling. Content validity was assessed using CVR and I-CVI indices, and construct validity was examined through exploratory factor analysis (with oblimin rotation) and second-order confirmatory factor analysis using the partial least squares structural equation modeling (PLS-SEM) approach. Instrument reliability was evaluated using Cronbach’s alpha and composite reliability. Findings: Exploratory factor analysis results confirmed a 14-factor structure with 49 items, collectively explaining 74.78% of the variance. Second-order confirmatory factor analysis indicated that the model had acceptable fit. All path coefficients between the main construct and the six dimensions were significant (p<0.001). Reliability of all constructs was confirmed with Cronbach’s alpha and composite reliability above 0.70, and convergent validity with AVE above 0.50. Discriminant validity was also established using the Fornell-Larcker criterion. Conclusion: The Intelligent Educational Leadership Questionnaire, with 49 items and 14 components organized into 6 main dimensions, is a valid, reliable, and robust instrument for measuring intelligent educational leadership in Iran’s education system. This instrument can be utilized for principals’ self-assessment, designing professional development programs, and conducting future research in the field of educational leadership. https://ael.uma.ac.ir/article_4814.html Abstract Background and Objective: The present study aims to identify and rank the key components of caring leadership among school managers in Markazi Province, utilizing multi-criteria decision-making models AHP and TOPSIS. Caring leadership, as a novel approach in educational management, emphasizes the creation of a supportive environment and attention to the emotional, social, and professional needs of educational stakeholders. research methodology: This study addresses four research questions to identify the key components of caring leadership and compare the results of the two models.Initially, through a review of the theoretical literature, key components such as emotional support, effective communication, teacher empowerment, attention to professional growth, and the creation of a positive learning environment were identified. Subsequently, a hierarchical structure was defined using the AHP model, and data were collected through pairwise comparison questionnaires. Findings: Pairwise comparison matrices were analyzed with Expert Choice software, and the relative weight of each component was calculated.TOPSIS model was used for ranking the components Conclusion: The results indicated that components such as emotional support and effective communication held the highest importance. The comparison of AHP and TOPSIS results showed a relative consistency in the ranking of components, although differences in the prioritization of some criteria were observed. This research can assist educational managers in better understanding the components of caring leadership and improving the quality of educational management in schools of Markazi Province. It is recommended that future studies utilize complementary methods such as ANP.