JOURNAL OF SCHOOL ADMINISTRATION
Year:2021 | Volume:9 | Issue:2|Papers Count:20

Although a significant body of research on instructional leadership has been carried out in Western societies, few empirical studies have only recently been carried out in the developing and non-western societies. The present study was carried out to shed more light on leadership research in Iran, in which previous empirical studies on principal instructional leadership are very few. In so doing, the present study was set to explore the relationship between principal instructional leadership, teacher collective efficacy, and job satisfaction in Iranian primary schools. In fact, the current study sought to understand how principal instructional leadership and teacher collective efficacy influence job satisfaction in Iran. Survey data collected from 292 teachers were analyzed using confirmatory factor analysis and structural equation modeling (SEM). This study employed a cross-sectional, survey research design. Data were collected from teachers in 12 public primary schools in Kurdistan province. The schools included grades 1-5. Data were collected in fall semester of the academic year 1396/1397. A letter of invitation, consent form, and the survey package were given by hand or sent electronically to teachers in the schools. Participants were given one week to respond to the questionnaire. The sample of respondents consisted of 193 males and 99 females. Three instruments were used to collect the required data for the present study. Principal Instructional Leadership (PIL) was measured by the 50 item version of the Principal Instructional Management Rating Scale-Teacher Form (PIMRS; Hallinger, 1982, 1990, 2015). It should be noted that the PIMRS does not measure ‘ leadership effectiveness’ , but rather the degree of role engagement. Collective Teacher Efficacy (CTE) was measured by a twelve-item scale developed by Goddard and colleagues (Goddard et al., 2000) and adapted by Leithwood (2010). The scale employed a seven-point Likert scale ranging from 1 (Strongly Disagree) to 7 (Strongly Agree). Job satisfaction was measured with two items from Carpara et al. (2003) on a 9-point scale, ranging from strongly disagree to strongly agree. The researchers followed Brislin’ s (1970) backwards translation method for translating the surveys from English to Persian. The original English versions were first translated into Persian by a professional translator. Then, the Persian version was translated back into English by a second native speaker who was unfamiliar with the original version. The two versions were then compared, discrepancies identified and discussed, and refinements made to the Persian version. The researchers also rephrased some items to ensure their suitability for Iranian educators without altering the original meaning. Although each of these instruments had been subject to extensive testing for psychometric properties in previous research, we tested the measurement properties of the Persian translated version of the three instruments in order to validate their use in the Iranian context. Reliability was measured with Cronbach's alpha test of internal consistency. Construct validity of the scales was assessed through confirmatory factor analysis (CFA). The results substantiated the hypothesized conceptual model suggesting positive relationships among principal instructional leadership, collective teacher efficacy and teacher job satisfaction. It was also revealed that principal instructional leadership had a positive effect on collective teacher efficacy and teacher job satisfaction. In other words, teachers will have more commitment, professional engagement, and job satisfaction when they find their school managers' educational management behaviors appropriate. The findings of the present study will offer theoretical and pedagogical implications for school leadership in Iran. It also adds to the existing body of research on the effects of principal instructional leadership in non-Western, developing societies It is thought that teachers' perceptions of collective efficacy are related to school principals' leadership behaviors. School leadership comprises influencing and directing the school staff to accomplish common objectives (Leithwood & Reihl, 2005). The sense of collective efficacy can develop in teachers, depending on school leadership behaviors (Ross & Gray, 2006). Collective efficacy beliefs are expected to increase as school leaders increase the sense of efficacy in teachers and their beliefs that they can improve the quality of education as a group. In this respect, because it is thought that teacher self-efficacy and school leadership behaviors are related to collective teacher efficacy, the relationship between these constructs seems to be logical. In other words, as school principals' effective leadership behaviors increased, teachers' collective efficacy beliefs also increased in their schools. At the same time, school principals' effective school leadership behaviors positively and significantly predicted collective teacher efficacy. These findings of the study are partially in line with those that report a relationship between school administrators' different leadership behaviors and collective teacher leadership (Brinson & Steiner, 2007; Calı k et al., 2012). Strong leadership facilitates teacher collaboration and enables teachers to overcome difficulties (Bandura, 1993). School leadership pertains to influencing and directing others for the accomplishment of common objectives to improve the quality of education at school (Leithwood & Reihl, 2005). Enhancing teachers' collective efficacy is related to improving certain organizational and personal characteristics. Bandura (1997) stated that collective efficacy and self-efficacy are fed from similar sources. These sources include experiencing success, others' experiences, verbal persuasion, and affective states; the most important of these sources is experiencing success. Therefore, practices that support these sources can be said to increase teachers' collective efficacy. In this regard, there are studies that explain the influence of leadership behaviors on collective teacher efficacy. Accordingly, school leaders rewarding teacher success and featuring the achievements at school (Marzano et al., 2005), activities related to organizational learning, and conversations with teachers about ensuring student achievement (Bandura, 1997) strengthen perceptions of collective efficacy. Collective teacher efficacy is a promising construct for promoting understanding of ways schools can foster student achievement (Tschannen-Moran & Barr, 2004, p. 189). Functioning as a group-related perception and a school-level variable, collective teacher efficacy is concerned with teachers’ beliefs and perceptions of the effectiveness of their school as a whole and their collective perceptions of the ability to exert positive educational differences to the learners (Goddard & Goddard, 2001). Playing the same role as self-efficacy beliefs do in individual’ s performance, collective efficacy affects collective performance in a variety of fields such as business, sports, politics, and education. Teachers’ collective efficacy is conceptualized as the beliefs teachers hold towards their collective competencies to positively change the functioning of their learners (Bandura, 1993). Furthermore, school administrators' practices in enhancing teachers' skills improve teamwork (Supovitz & Christman, 2003), and their support of teachers to overcome problems at school and including them in the decision-making process are of great importance in the development of collective efficacy (Brinson & Steiner, 2007). Leithwood (1993) stated that leaders' contributions to the school sets the tone of a school culture that can develop teacher collaboration and a collective identity. School leaders raising a powerful vision reveal collective leadership.

One of the areas that needs justice is the educational system. Justice; It is the most basic moral and social value in the Islamic system and is a kind of factor for the survival of society. Accordingly, it must be manifested in all aspects and aspects of social life and all social mechanisms must move in that direction. Justice theorists believe that the debate over justice is inherently abstract, analytical, and theoretical, and has always been associated with a variety of views and differences of opinion. This diversity is especially evident since justice is seriously present in all aspects of the individual, the family, the larger social dimensions, and the institutions and organizations involved, in law and justice, in philosophy and politics, and so on. An examination of the content of theories of justice reveals the fact that each of these theories is based on a specific element as the basis of its principles of justice, which can be referred to as fundamental and final values. For example, from the point of view of classical liberals and contemporary libertarians, freedom constitutes the fundamental value and the central axis of a desirable society. On the other hand, in the socialist view, the element of equality, and especially the issue of need, is usually a fundamental value. Against this background, any theory of justice seems to demonstrate a definite understanding of the ideal system of social norms. This system may be presented by imaginary critics or even unjust and cruel, but as far as an ideal system is introduced, the theory that defends that system-ideal can be called a theory of justice; So the theory of justice seeks to create an ideal system for living. It can be said that welfare at the level of individual and collective life implies a concept of justice. The aim of this study was to assess the extent to which educational justice is achieved based on the strategies and operational goals of the document of fundamental transformation of education in the first and second secondary schools of Kurdistan province; done. This study is a quantitative-descriptive research and developmental in terms of purpose. The statistical population is all teachers and principals of first and second secondary schools in Kurdistan province; which in the academic year 1399-99 were equal to 10317 people. To select the sample, "multi-stage" cluster sampling method was used. The data collection tool was a researcher-made questionnaire. To design the questions, the strategies and operational goals of the document of fundamental change in education and literature were used. The validity and reliability of the questionnaire were reviewed and modified before implementation (with expert opinions and Cronbach's alpha test). Experts in educational sciences, including educational management, were used to assess the validity of the questionnaire. The questions were given to 5 professors who prepared the final questionnaire after minor corrections. Also, to check the reliability, initially, a questionnaire was delivered to 60 samples. 54 people completed the questionnaires and returned them; the reliability of the questionnaires was calculated by SPSS software and Cronbach's alpha method. The obtained Cronbach's alpha (0. 81) indicates acceptable and confirmed reliability. Analysis of research data was performed at both descriptive and inferential levels. At the descriptive level, indicators such as mean, standard deviation, cross tables and frequency distribution diagrams were used. In the inferential statistics section, a one-sample t-test was used to compare the means in the grouped variables. Kolmogorov-Smirnov and Shapiro-Wilk tests were also used to evaluate the normality of the research variables. The results of one-sample t-test based on the opinion of teachers and principals of first and second secondary schools in Kurdistan province showed; Schools in Kurdistan Province benefit "to some extent" from new intelligent technologies in formal education (15. 82). Physical, educational and training spaces have been "to a large extent" adapted to the special needs and gender differences of students in Kurdistan Province (22/13). However, the amount of compensation for services and welfare of teachers in first and second secondary schools (5/9) and diversification of learning environments in the process of formal education of first and second secondary schools in Kurdistan province (5/749) and the enjoyment of high school students Quality and fair education opportunities (19. 81) have been assessed as "low". Therefore, according to the obtained average of the sum of components (65. 59) which is less than the expected average, educational justice based on strategies and operational goals of the document of fundamental transformation of education in the first and second secondary schools of Kurdistan province to a small amount has been achieved. According to the findings of this study and in order to benefit the schools of Kurdistan province from new intelligent technologies in formal education; the following suggestions are provided: 1-Develop the influence of the National Information and Communication Network (intranet) in schools and create a suitable mechanism for optimal and intelligent operation by educators and students. 2-Production of electronic content tailored to the needs of students and schools based on the national curriculum. 3-Updating education methods with emphasis on active, group, creative methods According to the findings of this study and in order to adapt physical, educational and training spaces to the special needs and gender differences of students in Kurdistan province, the following suggestions are presented: 1-Adapting physical, educational and training spaces to the special needs and gender differences of students. 2-Design, construction and proper equipment of prayer halls, libraries, laboratories, green spaces and sports spaces in all schools as an educational environment. According to the findings of this study and in order to compensate for the services and welfare of teachers in the first and second secondary schools of Kurdistan province, the following suggestions are presented: 1 Establish legal mechanisms to increase the motivation of teachers and educators; 2 Proper organization of services and welfare facilities and solving material and livelihood problems of teachers According to the findings of this study and in order to diversify the learning environments in the process of formal education of the first and second secondary schools of Kurdistan province, the following suggestions are presented: 1 Establishment, development and enrichment of information and education resources unit in secondary schools of Kurdistan province such as (library, laboratory and workshop, national information and communication network) 2 Establishment of a museum and exhibition of science and technology in each of the cities of Kurdistan province in order to provide the ground for students to observe and experience more and to make the educational content of textbooks more objective. 3 The diversity of formal and public educational situations should be organized in such a way that most of the people in need of education with different physical, sexual, cultural, economic and spatial conditions have a minimum of its quality and quantity.

Teacher is one of the stressful jobs and as a result, stress and burnout of teachers is one of their most important and growing problems and is considered as an economic deterrent. Professional development in schools is a vital requirement for success in the professional role of teachers. Also, participatory management means the participation of the right people, at the right time and for the right job. Therefore, the importance of the issue requires that the burnout of teachers be analyzed in the form of a structural model based on the variables of professional development and participatory management. The purpose of this study was to job burnout's structural analyse in teachers based on professional development and participatory Management of school in Tabriz education districts. This research is a descriptive-correlational based on structural equations model study considering the relationship between professional development variable with job burnout variable as well as mediated by participatory management. Also, this research is a cross-sectional study with a wide range of researches. The statistical population of the study consisted of all girls' secondary school teachers in Tabriz's educational districts, who spent between 1 and 10 years of their service. The number of teachers in the lower 10 years background is 126. The sampling method in this study was relative stratified random according to area. The sample size is 100 people per community of 130 according to Morgan's table. The sample size was divided into 5 unequal classes divided into five districts and teachers. The following questionnaires were used for data collection: Professional Development Questionnaire In this study, a questionnaire was developed to measure the professional development of teachers using the Kentucky Professional Development Standards Questionnaire. The Kentucky State Standards for Professional Standards for Teacher Preparation and Certification has designed nine standards and has reviewed and revised them from 1 to 5 years. Different standards are used to measure each standard in separate batches, ranging from very low to very high five options. The Teachers' Professional Standards Development Questionnaire has 70 questions. The reliability of the questionnaire was evaluated by applying it on 30 teachers of the statistical society and Cronbach's alpha coefficient was 0. 82. The validity of the questionnaire was confirmed and confirmed by content validity using twelve professors or educational groups. Burnout Questionnaire: This test is made by Maxwell, which is based on a new estimate of the phenomenon of stress, namely burnout. The questionnaire consists of three items that measure emotional exhaustion, deterioration, and lack of personal success in the context of professional activity, and are especially used to measure and prevent burnout in professional groups such as nurses, teachers, and others (Azizi et al., 2008). The items were scored on a 5-point Likert scale. When studying this scale by the subject, one expresses his / her feeling with regard to the options available. The questions (1, 2, 3, 6, 8, 13, 14, 16, 20) are related to the emotional exhaustion subscale. The questions (5, 10, 11, 15, 22) are also related to the de-personalization subscale (as well as the questions (4, 7, 9, 12, 17, 18, 19, 21). Individual success (individual performance). Questions (6, 8, 10, 11, 13, 14, 15, 16, 20, 22, 1, 2, 3, 5) This questionnaire is inversely rated for ratings and questions (4, 7, 9, 12, 17, 18, 19, 21) are calculated directly. In a study conducted by Khaledi in Iran in 1996, the validity of the questionnaire was reported to be 0. 91, and Badri, in 2000, the validity of the Maslach burnout questionnaire with emotional exhaustion (0. 90); depersonalization of personality (0. 79); Confirmed individual performance (0. 71) (Saatchi & Asgarian, 2014). The reliability of the questionnaire in this study was estimated by 30 teachers for emotional exhaustion (0. 79); depersonalization of personality (0. 8); personal performance (0. 78) and for the whole questionnaire (0. 82). Is. Participatory Management Questionnaire The questionnaire consists of 40 items on a 5-point scale that assess the extent to which principals use a school-based participatory management style from the teachers' perspective. This questionnaire was designed and used by Fakali in 2016 and has a reliability of 0. 89. The reliability of the questionnaire in the present study was estimated to be 0. 84 with 30 teachers. Structural equation modeling with PLS software was used to analyze the data and test the research hypotheses. Also analysis of statistical data and design of structural equation model with PLS software showed: Job burnout of teachers based on professional development in girls' secondary schools in Tabriz education districts can be predicted using structural equation modeling. Job burnout of teachers based on participatory management in girls' secondary schools in Tabriz education districts cannot be predicted using structural equation modeling. Participatory management is predictable based on the professional development of teachers recruited in girls' secondary schools in Tabriz by using structural equation modeling. The correlation matrix between variables indicates that there is a significant (0. 73) positive relationship between professional development and participatory management. There is a significant inverse relationship between participatory management and professional development with job burnout and its components. The coefficient of explanation for burnout based on participatory management is not significant because the T value is less than 1. 96 and the significance level is above 0. 05. And other predictors of job burnout and its components based on professional development with T value higher than 1. 96 and significance level less than 0. 05 are significant. The coefficient of path of predicting burnout based on professional development in the studied teachers is 0. 73 and this value is 0. 737 in explaining teachers' participation in school management based on professional development. Findings showed that participatory management and job burnout of teachers based on professional development in girls' secondary schools in Tabriz education districts can be predicted using structural equation modeling. As a general conclusion, it can be said that professional development has a greater impact on reducing teacher burnout. This effect is both direct and exerted through participatory management. Therefore, paying attention to the development of teachers' professions can be of great importance for the education organization. Because it increases the productivity of teachers by reducing burnout.

Introduction: Since every institution or organization needs a model for continuous growth and improvement, education as a huge and effective institution in society is no exception Therefore, the necessity of implementing a program that can achieve the path of management excellence is multiplied. Developed organizations have leaders who shape and realize the future, people who act as role models for the organization's values and ethics. These organizations build the capacity of their employees and promote justice and equality they care about communication and transfer, rewards and recognition that motivate employees, Creates commitment and enables them to use their skills and knowledge for the benefit of the organization. Ethical leaders provide the ground for the fertilization of employees' ideas and pay close attention to their participation in the activities of the organization. Therefore, by providing the ground for employee participation in setting goals and policies, they lead the organization to excellence. Managers, through continuous training, have provided the ground for the growth and excellence of their subordinates, and On the other hand, by training employees, they provide the ground for creating competence and effectiveness of employees. Therefore, by delegating responsibilities and employee participation and psychological empowerment and creating the ground for quality improvement and emphasis on the work process, the organization moves towards excellence. Therefore, this study seeks to answer the question in a scientific way, can school principals provide organizational excellence in schools by using 'ethical leadership and psychological empowerment of teachers? Material & Methods: Quantitative research approach, according to the purpose of applied studies and the method used is a descriptive method of correlation studies. The study population of all secondary school teachers in Sanandaj was 1132 people, from which a sample of 287 people were selected as the sample members of this study by relative stratified random sampling method based on Cochran's formula. The study population of all secondary school teachers in Sanandaj was 1132 people, from which a sample of 287 people was selected by relative stratified random sampling method based on Cochran's formula. The research method is quantitative, descriptive and correlational studies. Data collection tools were three ethical leadership questionnaires: Brown, Trovino & Harrison (2005), Spritzer's (1995) Psychological Empowerment Questionnaire and Deming (2003) Organizational Excellence Assessment Questionnaire. Cronbach's alpha test and confirmatory factor analysis were used to determine the reliability and validity of the instrument. Cronbach's alpha method was used to determine the reliability of the research tool. Cronbach's alpha values of the questionnaires are: ethical leadership (0. 93), psychological empowerment (0. 91) and organizational excellence (0. 95); since the reliability coefficients of the research tool are in the range of at least 0. 91 to 0. 95, it can be said that the tool has a suitable reliability feature. Confirmatory factor analysis technique was used to determine the validity of the instrument in the present study. The values of CFI, GFI and AGFI indices in instrument measurement models were also evaluated according to the desired criterion and indicate the proper fit of instrument measurement models. Structural equation modeling was used to analyze the data using LISREL10. 30 software. Discussion & Results & Conclusions: The results showed that the ethical leadership of principals has a positive, direct and significant effect on the organizational excellence of the school. In explaining the mentioned result, we can say: Leadership with ethical values takes into account the needs of employees and behaves fairly, as a result of extra-role behaviors such as helpful behaviors, chivalry, civic virtue, organizational loyalty, organizational information and personal initiative and self-development will develop more, and so ethical leadership plays a constructive role in the organizational excellence of schools. The results showed that psychological empowerment of teachers has a positive, direct and significant effect on the organizational excellence of the school. Explaining this result, it can be said that school principals, as leaders by showing honesty and respect in interactions and relationships, involving employees, especially teachers in decisions and showing trust in them, provide the context for feeling valued and effective in Provide subordinates and promote a sense of psychological empowerment among them, and this has an impact on organizational excellence. The results show that the ethical leadership of principals has a positive, direct and significant effect on the psychological empowerment of teachers. In explaining the mentioned result, it can be said; one way to create a culture of psychological empowerment for teachers is the leadership style of the school. The principal's leadership style, the way he or she treats teachers, and the amount of attention he or she pays to teacher empowerment have a profound effect on teachers' experiences of the job, their efforts, and their commitment. The results showed that the ethical leadership of principals through the psychological empowerment of teachers has a positive and significant indirect effect on the organizational excellence of the school. Explaining the above result, it can be said that psychological empowerment of teachers in the dimensions of feeling of freedom of action, feeling of competence, feeling of effectiveness and feeling of meaning, requires leaders of the kind of ethical leaders who provide the ground for teachers' independence and support, and They help to acquire competencies and provide teachers with a sense of effectiveness and individual and professional meaning through strengthening interpersonal relationships, support and emphasis on pragmatism in practice. Therefore, it can be said that these factors have an important and constructive effect on the organizational excellence of the school. Finally, in order to improve the organizational excellence of schools, according to the ethical leadership of principals and the psychological empowerment of teachers, the following suggestions are presented: Strengthen interpersonal relationships in school staff (teachers, assistants, and principals). Strengthen the position of the principal as a role model for school staff. Provide a platform for teachers 'freedom of action and increase teachers' participation in school decision-making and increase their sense of responsibility. Paying attention to teacher training and improvement and providing conditions for a sense of competence in teaching and teaching methods. Create a conducive environment for teachers to grow and learn, and move the school toward a learning organization. Creating a sense of responsibility in teachers towards organizational excellence in results.

Adolescence is a period of fundamental changes such as changes in hormones, body, social relationships, brain and mental health. This period is a critical time for growth and development, and health during this period can be affected by physical, mental and learning problems. In terms of physical health, adolescence is a time of rapid physical, sexual, neurological, and behavioral changes, and in terms of psychosocial vulnerability, half of all mental illnesses begin at age fourteen. Also, neuropsychological disorders lead to disability in adolescence. The present study was conducted with a qualitative research approach and with qualitative content analysis tools. Therefore, improving the health of adolescents in order to improve the health of society is essential and important. The most common definition of health is in the World Health Organization charter. In this system, health is the complete biological, psychological and social well-being or well-being, and not merely the absence of disease or disability. One way to help improve your health is to create a curriculum. Since the purpose of the course is to educate students and apply what they have learned in real life, it is desirable to design and develop a course for a health-oriented lifestyle to help improve adolescents' health. In recent years, efforts have been made to pay special attention to health education in schools and to make health education a curriculum. One of the solutions of this document is to design and compile an education tailored to the needs and plans of girls and boys. In addition, adequate attention to the mental condition of students in adulthood and providing appropriate religious and moral counseling and education for them is one of the more detailed solutions of this document. Therefore, it is very important in the document of fundamental change in the field of health and requires curriculum design for it. Therefore, in a health-oriented lifestyle lesson, it is necessary to prepare and implement various lesson elements such as goals, content, teaching-learning method and evaluation for teaching a health-oriented lifestyle. One of the types of lifestyle related to health is health-oriented lifestyle. Health-centered lifestyle is considered as all behaviors that are under the control of a person and affect a person's health. This type of lifestyle as a multidimensional phenomenon can guarantee a person's health. Given that Iran is a country in transition in the areas of health care, education, economics and mass communication, a careful assessment of lifestyle and health care behaviors is necessary to formulate and promote health promotion and prevention. On the other hand, one of the goals of the document on the fundamental transformation of education for secondary education is biological goals, which emphasizes the familiarity with personal, social and mental health and their impact on community health. The document on the fundamental transformation of education mentions physical health and vitality and strengthening the will as one of the propositions of the formal education system. Also, one of the major goals of this document is health and environmental promotion. One of the operational goals of this document is to understand the concepts of health, natural and urban ecological issues as environmental safeguards. For this purpose, through semi-structured interviews, categories, subcategories and concepts of health-centered lifestyle curriculum model were designed for junior high school students. In this research, a sequential mixed exploratory research design was used. Participants in the interview were 6 pediatricians, 5 psychologists and 5 educational scientists in Golestan province in 1398 who were selected by purposive sampling. Thus, those who had the most information about the physical and mental health of children and adolescents as well as education were selected. The sample size was considered with respect to theoretical saturation, ie when sampling felt that the data was saturated and the data merely repeated the previous results of the previous data, the sampling was stopped. In this study, interviews have been used as data collection tools. At the time of the interview, the interviewer did not interfere in the interviews and did not enter his / her opinions into the interview. In the interviews, the voucher method was used and note-taking vouchers were used to note the content of the interviews. As a result, the interviews were valid and reliable. Four key questions were considered in the interview: Question 1: What are the goals of designing a health-centered lifestyle model for junior high school students? After the interviews, these items were coded to extract objectives, content, teaching-learning methods, and evaluation methods. Data analysis was performed using content analysis method and data were analyzed using coding technique of foundation data approach. According to research findings, educating and promoting these factors in students can to some extent affect their lifestyle. Also, conducting research to investigate the role of teaching these factors to students in changing their health-centered lifestyle will be useful. In the present study, the study factors of health-centered lifestyle for the first year of high school were examined. It is suggested that in future research, social and spiritual factors affecting the health-centered lifestyle should also be considered. As mentioned, academic factors play a role in health-centered lifestyles, so it is suggested that the findings be considered in the field of education of community members and health professionals. One of the applications of this research is to help prioritize educational materials for intensive and short-term courses in the field of health-oriented lifestyle. The results of this study are consistent with the results of other studies, including: Trilk et al. (2019), in a study on lifestyle in medical education found that by changing the course and creating new policies to focus on medical lifestyle education in medical education, A continuum of new health care paradigms in chronic uncommon diseases can be successful and the health of US citizens achieved; The results of a study by Hill et al. (2015) in a study on promoting health-oriented lifestyle behaviors through a life-centered curriculum in South Africa found that time pressure, overwork, and reluctance to engage in compulsory activities were the main reasons for underutilization. Teacher preparation did not play an important role. In addition, the findings showed that with proper introduction, continuous interaction and support, and integration of health-specific lifestyle outcomes into the curriculum, this type of curriculum becomes tolerable if teachers are knowledgeable and motivated.

Educational environment has always been one of the most important factors that play an important role in learning and education among students and as institutional spaces for learning communities, including students and teachers, that can be used as a tool for teaching. As part of the mechanism for improving student learning, green spaces in primary schools provide a valuable bed for designers and planners to play a role in realization of this goal through providing these spaces. In educational spaces, nature often occurs in a very restricted way, and this limited presence is created without considering the children’ s certain needs as well as the natural environments’ high capabilities in meeting these needs. Hence, to reform the body of education, it is essential to create spaces related to student activities, spaces with appropriate and favorable conditions for children’ s physical, mental, emotional, and social development, realized by designing the details of the spaces in accordance with the pattern of children’ s sentimentality. Considering the creation of a suitable environment for the child’ s growth besides getting familiar with his/her needs and pure nature required during his/her childhood, provides the bed for the proper development of the children’ s personality and upbringing as a healthy generation of tomorrow. The school is one of these environments, i. e. part of children’ s daily lives that has been severely neglected. In the meantime, the design of green space in primary schools is one of the fields in which sentimental design may be well employed. Emotions are a key part of life affecting how one feels, behaves, and thinks. On the other hand, emotions enhance creativity while increasing one’ s ability to enjoy life. In reviewing the current situation of schools in Tehran, it was seen that green space is just considered in open environments; moreover, schools have not taken into account the sentimental approach in design. The present research seeks to test the interior and exterior spaces of green primary schools in terms of sentimental approach experimentally. This is an applied study in terms of purpose, with a mixed approach (qualitative-quantitative). The approach of the current study is to investigate the importance of primary school’ s indoor and outdoor spaces with a sentimental approach. To this end, we try to prioritize these spaces as a solution to make better use of schools and help students’ progress and academic motivation. In the qualitative phase, library studies were employed for obtaining information about educational space and green spaces, besides getting familiar with the sentimental approach and its related components; then, the relevant theories were collected from books, papers, journals, and dissertations. Library studies revealed that school design could promote growth or inhibit learning. Architectural designers should consider how to design the schools’ natural space and the quality of the presence of nature. The presence of nature and its designers’ strategies may affect the quality of children’ s education and green space may be employed as a tool for the child’ s learning and multi-faceted growth. The questionnaire and the interview resulted in six indicators for studying the primary schools’ green space, given the students’ sentimentality. These indicators include entrance green space, closed educational space, breeding space, open spaces, rest and sitting spaces, and educational space in nature. In the quantitative phase, these extracted framework and components had to be approved by a group of experts in the education field. Accordingly, a pairwise comparison questionnaire was designed with the statistical population consisting of managers, experts, education specialists, and teachers. Purposive sampling method was used in this phase and 180 people were studied. Fuzzy AHP method was employed for ranking and statistical analysis. Given the ranking results, it can be claimed that the presence of green space in the library may contribute to the scientific level and greater effectiveness of the school in learning; since along the way of green spaces, students can have access to different books and enhance their level of learning. On the other hand, considering the children’ s sentimentality, green space in school gyms may contribute to motivate students more and make them more interested in learning; then this is very significant in design. The design of green space in classrooms in the right environment as much as possible may help students’ learning. The indoor and outdoor spaces are mixed in such a way that the child can satisfy many of his/her needs in that space including discovering the unknown and curiosity about it, initiation, creativity, experiential learning, etc. Besides considering physical standards and physiological needs, students’ mental inclinations should be considered in creating an educational environment. As one of the factors in increasing the quality of education, investigating sentimentality is a considerable and significant discussion. It seems that the time has come for other architects to think about the users’ characteristics and quality needs in education, in addition to the quantitative aspects of education. Hence, using the opinions of the expert professors and managers of various organizations and institutions, the present research revealed that considering the users’ needs, feelings, and moods will not only improve the students’ level of learning at the physical and quantitative levels, but also meeting these needs will lead to the users’ satisfaction and peace of mind. Constant communication with natural environments results in a positive emotional attraction to nature and formal and informal experiences that children gain from the environment will have a great impact on their environmental learning. The researcher designed and distributed a pairwise comparison questionnaire among them. Using the experts’ opinions, six indicators were found to study the primary schools’ green space. These indicators include entrance green space, closed educational space, breeding space, open spaces, rest and sitting spaces, and educational space in nature. Given the ranking results, the priority of creating green spaces by considering the three dimensions of instinct, behavior, and reflection may be expressed as library indexes, sports halls, and finally classrooms as the first, second, and third priority. Considering the significance of the effect of contextual, behavioral, and social factors and students’ sentimentality in learning, the officials and designers are recommended to use this research’ s results in reviewing and compiling green space with a sentimental approach.

In the wake of the increasing challenges and changes of today, the Ministry of Education has made many countries aware of the power of educational leadership and have changed their traditional approaches to the new world. Educational leadership is considered as one of the vital factors for the success of the educational institution, which requires more attention from the officials and decision makers of this institution. Educational leaders with characteristics such as strong determination, integrity, courage, perseverance, ambition, creativity, imagination, curiosity, originality and helping others are able to become a great thinker, expert in their field, a leading researcher in the field of achieving the goals of the education system. Educational leaders try to make the necessary changes in teachers' attitudes and behaviors and take actions to continuously improve the teaching-learning process. Changing social expectations have led current schools to rethink their goals and responsibilities and emphasize the importance of school leadership. Research has shown that school leadership has an impact on student and teacher development, the teaching process and the school climate. School principals adopt different leadership styles in order to transform the school in line with school goals and increase student achievement and teacher motivation. In any country, education is a vital tool for achieving sustainability and achieving economic, social and cultural goals. Improving student learning, teacher competence, and organizational capacity are attributed to successful school leadership. The main actions of educational leaders affect teachers' self-confidence and their ability to improve students' learning, and raising their expectations through more teachers' efforts leads to better progress. Educational leadership is a form of effective leadership that helps managers fulfill their critical responsibilities. This type of leadership provides learning opportunities for the professional development of teachers and consequently the progress of students in educational activities. Educational leaders also communicate effectively with schools, and this is an important factor in helping teachers improve the quality of teaching and increase student learning. In fact, educational leaders provide leadership and core management in all areas of the school and create an environment in which teaching and learning is enhanced and the development of the teaching profession is supported, which ultimately leads to positive learning outcomes. Educational leaders review classrooms, oversee the teaching and learning process, and provide feedback to teachers and students to ensure that classroom instruction is in line with school goals. The principal, as an educational leader, monitors and evaluates the teacher's educational performance based on the school's vision and goals, and provides feedback to improve teaching techniques and strategies. They create an effective and dynamic school atmosphere by cooperating with teachers and assisting them in the curriculum, addressing educational problems and creating opportunities for the advancement of teachers' careers. The role of educational leadership of principals has a significant impact on students' academic performance, improving their achievements and ultimately the success of students in various areas of life. On the other hand, creating a participatory atmosphere through the presence of educational leaders allows teachers to improve and develop their abilities and skills. One of the main tasks of educational leadership is to support the commitment, participation and capacity of teachers to develop their careers. In fact, the training leader, by defining the goals of the school year with the cooperation and participation of staff, monitoring and providing feedback on the teaching and learning process in accordance with pre-determined participatory goals and providing resources and opportunities for staff professional development to facilitate achievement. It affects the job performance of teachers and improves the quality of their work and leads to the development of their careers. School leaders indirectly and vigorously improve students' teaching and learning performance by influencing staff motivation, ability, and working conditions. Despite the importance of the role of educational leadership and its functional difference with management, unfortunately, these two are often considered as one, which has led to adverse consequences in the field of performance of educational systems. Leaders are, in fact, the developers of new approaches, and in the face of challenges, they look at issues in a holistic, multidimensional way, while acting managers are limited. Educational leadership is also positively associated with other effective leadership practices, such as setting communication goals, managing schools, and curriculum development. Accordingly, marginalizing the leadership role of educational managers or equating them with management will cause them not to make good use of the potential of the leadership role, which is appropriate to the dynamics and complexities of the current environment, and consequently make decisions. In order to manage and guide this valuable system, it can not meet the requirements of the changing environment. This in turn makes the sustainability of schools difficult. Given what has been said, given the dynamics of the global environment and the need for schools to keep up with today's changes, requirements and needs, the role of educational leaders will be essential to respond to these developments. Therefore, addressing the role of educational leadership, given the effects on the performance of teachers and ultimately students as the main goal of this system, requires more serious efforts in the field of action. The purpose of this study was to explore the viewpoints of elementary teachers on educational leadership. The research design was qualitative with phenomenological method. The potential participants of the present study included the teachers of elementary schools in Shiraz city. Twenty-three Elementary school teachers were selected to determine their views on educational leadership by a targeted sampling approach based on saturation technique. Semi-structured interview was used to collect data. The acceptability and reliability criteria for qualitative data were used to determine the initial validity of the collected data. Thematic analysis method was used to analyze the data. After coding the data using thematic analysis method, basic, organizing, and inclusive themes were extracted. Research findings showed that: some of the basic components of educational leadership in elementary schools in Shiraz are its organizational such as providing educational facilities, empowering teachers, paying attention to students’ psychological needs, and educational features such as: academic achievement, camping and ceremonies, classroom collaboration, and personality traits such as problem solving, relationship with respect right is personality characteristics. The findings of the present study could be an introduction to further attention and understanding of the educational leadership and the improvement of the current situation.

Today, improving human resources as one of the main strategies to achieve human capital and adapt to change, is considered as a competitive advantage of organizations and has a special strategic importance and place in the survival and development of the organization. Teachers, as one of the most important elements of any country's education system, need continuous improvement in order to perform well. To adapt to operational goals, environmental change and organizational development, organizations continuously develop and improve four human resources variables: the use of new technologies, equipment, laws and regulations, and the organizational cultural space. Under such circumstances, education has undergone fundamental changes and the main challenge in today's world is not to be excluded from global competition, they are involved in the continuous process of change to be able to withstand the problems and opportunities of complex and changing environment. It was used to eliminate shortcomings and deficiencies. Undoubtedly, the expansion of teachers' leisure time today plays an important role in improving their performance. Lack of regular procedures to improve the leisure time of physical education teachers has led to the lack of regular and coherent activities regarding the leisure time of physical education teachers. Undoubtedly, improving the leisure time of physical education teachers due to their job nature can have more effects on their job performance compared to teachers. However, in the existing policies and programs in education, as well as in schools, there are no coherent and systematic procedures regarding the development of physical education teachers' leisure time. This issue has caused the level of leisure time of physical education teachers to not be in a good condition, which has caused problems in this regard. As mentioned, the use of leisure activities (both in terms of physical and sports activities and in terms of social, cultural and artistic) leads to improved human resource performance and is itself a step towards improving human resources. Therefore, the present study intends to develop the leisure time of physical education teachers (using the human resource improvement model) to see better performance of these teachers. Under such circumstances, education has undergone fundamental changes and the main challenge in today's world is not to be excluded from global competition, to be involved in the continuous process of change to be able to withstand the problems and opportunities of the environment. Used complex and variable to eliminate shortcomings and deficiencies. On the other hand, the vision of the document of fundamental transformation of education in the field of leadership and management system is expressed as follows: "Leadership and management education system in the 20-year horizon of the country, an efficient, effective and perfectionist system, based on The superior share of human resources with excellent capabilities at the level of the Islamic Republic of Iran in the region, learner, justice-oriented and participatory, believer, adorned with the virtues of Islamic ethics, agent of righteous action, transcendent and transformative, revolutionary, Is futuristic, wise, committed, honest, insightful and truthful. Achieving this requires future human resources. Therefore, in order to achieve this ideal goal, education needs to train and improve human resources in accordance with the future strategic position. One of the factors that can lead to the improvement of resources in education is the leisure of human resources. Many studies have examined the role of leisure time in improving human resources. The aim of this study was to Development of physical education teachers' leisure time based on the approach of improving human resources in school environments. The present study was of the mixed type. The statistical population of the present study in the qualitative section included experts familiar with the subject of research. Also, the statistical population in the quantitative research section included the country's physical education teachers. The research tools included semi-structured interviews and a researcher-made questionnaire designed according to the objectives and method of the research. The entire process of analyzing the present research data was performed in SPSS and AMOS software. The results of the present study showed that the component of individual improvement, moral improvement, social and cultural improvement, organizational improvement, professional improvement and educational improvement were identified as effective factors as leisure development components. Finally, using the structural modeling method, the conceptual model of the research was drawn. The results showed that after calculating the corresponding T value of each factor, it was determined that all the developmental leisure frameworks of physical education teachers have a significant effect. According to the results, it was found that there are eight categories of factors explaining the development of teachers' leisure time with the use of resource improvement. Then, based on the power of influence and dependence, there will be four groups of identifiable elements, which are: The first group (autonomous): These components are almost separated from the system, because they have weak connections to the system, which in the case There is no component study in this group. The second group (dependent): the dimensions of this area are mainly the results of the model that many factors are involved in creating them and they themselves can less pave the way for other components. The individual improvement component is in this group. Group 3 (link): The components that are in this area are not stable, any change that occurs on them, affects both themselves and other components. The components of leisure development, moral improvement, social and cultural improvement, organizational improvement, professional improvement and educational improvement are called connectivity. Group 4 (independent): These components are located at the lowest level of the chart. These components, along with the link components, are the key that forms the basis of the model and must be considered in the first place to get the system up and running. There is no component in this study in this group. On the other hand, according to the results of the present study on the importance of organizational improvement, it is suggested that the structure of schools be improved in order to provide and carry out activities related to the development of physical education teachers' leisure time. Also, according to the results of the present study on the importance of professional improvement, it is suggested that by creating a coordination between job activities and leisure activities, to provide conditions for improving the job performance of physical education teachers through these activities.

This study aims to analyze the effect of traffic culture awareness on children’ s social commitment to law considering the mediating factor of civil right observance. On this basis, three main questions are proposed: 1. Does traffic culture awareness have meaningful effect on social law abiding in pre-school children of Uremia? 2. Does traffic culture awareness have meaningful effect on civil right observance in pre-school children of Uremia? 3. Does traffic culture awareness have meaningful effect on social law abiding in pre-school children of Uremia considering the mediating factor of civil right observance? Considering the nature and the purpose of the subject, this research could be regarded as practical and quantitative; utilizing the cognitive context for improving and optimizing the instruments, the methods and patterns are applied for ameliorating the current condition. Since the researchers attempt to find an answer to a real question in the process of this research, it could be claimed that it is a descriptive and non-experimental research considering the data collection and analysis methods, this survey research is conducted based on field method. The statistics population of this study includes 110 preschool teachers in Uremia province, Iran. Counting Sampling is used and the same number of questionnaires is distributed among statistical population; 105 questionnaires were sent back by participants which were analyzed. The data is collected in this study by researcher-made questionnaire which is extracted from “ Teacher’ s Workbook” , “ Annual Time Table of Teachers in Nurseries and Kindergartens” , “ Teaching Safe Traffic to Children: A Guidebook” , and “ Traffic Rules” . For estimating the reliability of the researcher-made questionnaire, content analysis method is applied considering the opinions of 8 professors and experts in the Educational Science Departments of Uremia Public and Azad Universities. This questionnaire included 36 close-ended questions which were graded according to 5-point Likert scale. For doing Factor analysis, it should be made sure that whether it is possible to use the available data for analysis or not. The KMO indicator was applied for verifying this issue. In order to confirm the questions, exploratory factor analysis, the analysis of main components method and Varimax rotation, was used. The results of the research proved that 6 questions out of 36 should be eliminated as their factor load was less than 0. 5; for this reason, only 30 questions were applied in the final questionnaire. In order to examine the reliability of the measuring instruments, combined reliability and Cronbach's alpha method were applied. For all variables, the rate of the combined reliability and Cronbach's alpha coefficient was over 0. 7 which confirms the instrument reliability. In addition, for the validity of the measuring instrument, convergent and diagnostic validity (Fornell and Larker index) was used. For observing the ethics of the research, the participants were called and the purpose of the study was illustrated to them in advance. In order to acquire accurate and reliable information and to build confidence about the secret nature of the data, the participants got assured that the results are going to be extracted generally. Finally the questionnaires were distributed and the results were analyzed. On this basis, the descriptive and inferential statistics is used for presenting the findings. The statistical indexes of frequency, percentage, mean, standard deviation, etc. are used to describe the demographic variables. To realize that process, EXCEL software and SPSS are used to collect data and to make the database related to the research. In the inferential statistics level, PLS Smart software is used because of the abnormality of the data. The results of the analysis showed that the path coefficient of the traffic culture awareness on social commitment to law is (0. 858), the path coefficient of the traffic culture awareness on observing civil right is (0. 790), and the path coefficient of observing civil rights on the social commitment to law is (0. 325). Considering the T value from data analysis which is over 1. 96, the research questions were confirmed. The Z-value extracted from Sobel Test was figured 7. 05 (more than 1. 96). Consequently, it could be claimed with 95 percent certainty that the traffic culture awareness has meaningful effect on the children’ s social commitment to law with mediating factor of observing civil rights. Also, traffic culture awareness has meaningful effect on social commitment to law and observing civil rights in pre-school children of Uremia. And finally, civil right observance has meaningful effect on social commitment to law in pre-school children of Uremia province. It could be claimed that the research hypothesis was approved, in other words, the data extracted from the research confirm and verify the theoretical model. Considering the results of the study which approves the positive and meaningful effect of civil right observance on social commitment to law in pre-school children of Uremia province and taking into account the results of the previous studies, it could be claimed that the civil right observance and social commitment to law, both have positive effect and if we teach civil rights to pre-school and elementary school students, these children will significantly respect the law. Regarding the results of the study, we could say that education aamong different social classes especially among children and teenagers. Therefore, the cooperation of police and educational science scholars shows the importance of this issue which necessitates the continuous and fundamental education for children. In this research, the effect of traffic culturalizing on law abiding and civil right observance in pre-school children was approved which shows that education about traffic culturalizing plays important role in respecting law and observing civil rights among children. It could be recommended that traffic culturalizing programs to be performed with the cooperation of home, school, and society, since it could not be regarded as the responsibility of the school by itself. The educational books for children with simple language about traffic culturalizing, civil right observance, and respecting the law could be beneficial. The educational books for pre-school teachers should be prepared as well. The active participation of public and non-governmental organizations which are involved in the social, political, and civil education (like police, municipalities, NGOs, etc) should be provided for the health and benefit of the communities.

Living in the third millennium with its accelerating changes and transformations in the process of school education and the mission of education and the supportive role and cultural capital of the family in producing knowledge and forming skills and creating positive attitudes and promoting students' academic performance and One sentence emphasizes the creation of competencies and capabilities based on academic achievement and performance in students and is a factor in the social, economic, political, cultural, etc. development of societies. Any change in the promotion of student performance and academic achievement, directly or indirectly affected by educational style, cultural capital and the amount of income and financial support and support of their families on the one hand and physical facilities, financial and human resources on the other. And counseling and health services of the school where they study, and in the meantime, the communication circle of students' sense of belonging to the school, intensifies this effect. It is not possible to study the influential factors and their causes on students' academic performance and provide a desirable management model at home and school, especially for high school students. The purpose of this study is to explain the role of parenting style and socio-economic status of family and school factors on academic performance mediated by the sense of belonging to the school in order to planning and educational inequality administration among high school students. The research sample consisted of 492 high school students were selected using stratified random sampling. This statistical sample number of students was selected from 77432 students of the statistical population of the research who, by gender, 232 female students and 260 male students filled out a questionnaire. Fill in the information and indicators of school agents. Standard questionnaires were used to collect data. The questionaire of Royan et al (19 89) was used to measure the parenting style with a Cronbach's alpha reliability coefficient of 87%, the questionnaire of Sameri (2014) was used to measure the socio-economic status with a Cronbach's alpha coefficient of 87%, School agents of combining facilities and services indicators and the of Fam Taylor (1999) was used to measure academic performance with Cronbach's alpha coefficient of 93%. Betty, Barry and Watt questionnaire with Cronbach's alpha coefficient of 85% was used to feel belonging to the school. . The validity and reliability of all research instruments were finally confirmed. The collected data were analyzed using SPSS and Smart PLS software through statistical methods. The results showed that parenting style and socio_economic status of the family and school factors have a positive and significant effect on academic achievement and the affiliation variable to school it has a mediating role. Must be to administration and planning to reduce parenting inequalities. The present study is an applied research in terms of purpose and survey-analytical in terms of data collection method and in terms of control of variables and the nature of the subject and research objectives are of correlation type and structural equation model type and for data collection from Two methods of survey and reference to documents and statistics (documentary) have been used and to collect some of the information required in the research, standard questionnaires with high validity and reliability were used, which finally became a general questionnaire. The results of structural equation modeling indicate the relationship between independent variables and dependent variables. According to the modeling criteria, it can be argued that the proposed model had a good fit. There is a good fit between the depicted model or the structured model with the data, in other words, the above variables have the necessary competence to be used in the form of a final research model. The results of this study showed that students whose families have high cultural capital and socio-economic status are more involved in educational activities and financial and cultural support of their children and by directing their children to non-governmental or private schools and taking advantage of teachers space facilities. Educational Health Services-Special and high-level counseling and education outperform their peers in terms of educational inequality (not entitlement justice). It is very clear that if this issue is ignored and attention is not paid to equalization and justice in the distribution of facilities, services, mission and importance of public schools and factors affecting the quality and educational process in them, it will cause a decline in academic performance and a significant reduction in sense of belonging. To school and reduce academic motivation and motivation and reduce academic performance in students, and its obvious results create a clear gap between our educational goals in the education system and student academic performance, which is itself a prelude to creating injustice. It is entitlement and will have many cultural, social, political, economic, etc. consequences in society. Therefore, it is recommended to plan large-scale education system by preventing the institutional segregation of schools and in order to reduce the negative impact of economic poverty and social status of families by equitable distribution of educational facilities and services and necessary support, especially in areas deprived of socio-economic inequality. Minimize family structure and school factors in students' academic performance so as not to create and exacerbate educational inequality and consequently a sense of social injustice in society. Finally, it can be concluded that the family structure consists of the type and form of the family (such as parental involvement, educational style, socio-economic base, cultural capital, democratic factors) and school as an educational environment is also influenced by factors (such as teacher, curriculum, School facilities and equipment), all of which play a role in the educational performance and learning of students. Among these, the family is the first institution of children's social life that has a great impact on their academic performance, so the family structure is the cultural capital In educating children, parents 'wishes and expectations from their children's education Parents' educational styles can all affect the student's perception of school and, consequently, the sense of belonging to the school, and in the meantime, the feeling of more belonging to the school also mediates. School factors affect students' academic performance. On the other hand, despite the basic role of the family in the education of this institution and its position in educating children, it faces challenges. These conditions require planning, improvement and repair at the macro management level.

Parental involvement in school is very important. Today, society's expectations of the education system have increased. Therefore, the educational system is not only responsible for teaching and transferring educational materials in the minds of learners, and for the success of educational programs, policymakers in the education system must provide the grounds for parental participation to promote student growth. If there is no logical, participatory and two-way communication between the three institutions of home, school and society, their function will be separate from each other. This is a problem that affects many families today. The current situation of any society is the result of yesterday's learning of people at home and school, and the future situation of any society is the result of investments that are made today on the knowledge of people at home, school and society. The important principle of wisdom is that the future cannot be found, it can be made. If you are looking to build the future of the community, build a bridge between home and school and allow this bridge to cross the community. One of the main problems of our country is the lack of close and intimate communication between school and families. Due to the weakness in the structures and system of communication between the school and the family and the lack of awareness of parents about their decisive role and destiny in the scientific and spiritual development of their children and lack of knowledge of legal capacities created to interact with the school is located. The aim of this study was to investigate the effective components in parental participation in a qualitative manner and with a content analysis method based on inductive approach (Atrid-Sterling). Sampling of all library documents and scientific resources that have been published in reputable scientific-research journals was selected by reviewing the relevant contents. In the present study, 120 sources were examined. Data analysis was performed based on thematic analysis. To validate the data, the method of reviewing and taking a position of the researcher and aligning with scientific sources and key documents of education were used. The findings were also validated using the opinions of a group of technical experts and the steering committee. Based on the results of this study, the effective components in parental participation at the level of content analysis based on the research conducted included the following classification: 1 general theme (parent participation approach), 16 basic themes (structural changes, the birth of a new concept of association, attitude alignment, focus on parent-centeredness, systematic perspective, application of technological knowledge, responsibility, knowledge enhancement in the field of interaction, contextual factors. Adaptive process, capable managers, compliance with norms, implementation of effective programs, human behavior, parental engagement mechanism, trust building) and 4 organizational themes (dominant challenges, partnership building, basic assumptions of interaction and interaction engineering). The research findings indicate that, first of all, confrontations with the existing challenges in the relationship between parents and educators should be considered, which includes all activities and programs that have shortcomings due to current macro-administrative policies, education and current laws and regulations. Reconsiders in order to accept parents in the educational system and their interaction with the school. Another factor is functional and structural limitations, so removing these barriers helps to establish a continuous teacher-parent relationship. The Parent-Teacher Association, as the custodian of parental involvement in school, establishes a school-to-home connection and a two-way relationship by legitimizing parental involvement and a modernized structure and focus on parent-centeredness. The next effective component in parental involvement is the creation of a platform for participation, which includes all activities and practices that encourage parents to be more involved and involved in their children's activities. Therefore, participatory strategies must be promoted and shown to them. Since interaction is a two-way approach, the potential of both approaches is significant, and the implementation of workshops and in-service courses helps to develop home-school relationships. In this regard, the systematic view states that for the participation of parents, formulating a strategy based on organizing and adopting policies and guidelines that can lead to maximum parental participation is of particular importance and necessity. A systemic view of the school and the recognition of its culture by parents provides insight into the educational role of the family and facilitates interaction with the school. The basic assumptions of interaction are all necessary and fundamental activities and are supported by the officials and executors of interaction. The cultural, educational and training needs of the current society have made the acquisition of more scientific, professional and professional competencies necessary and inevitable for managers. Underlying factors are the preconditions for parental involvement in school and include economic, social, and cultural capital, each of which alone provides opportunities for parental participation. Social capital indicates the psychological readiness of individuals in society to engage in collective action. The economic capital of the family causes the parents to provide better and more opportunities for their children with more income and facilities. But cultural capital has the greatest impact on parents' thoughts and behavior. The thinking, empathy and empathy of school staff with parents is very effective in their interaction. Using parents in education and school decisions and their participation in group trips and participation in social networking while instilling a sense of empowerment in parents strengthens their motivation to participate. Communication and interaction engineering is another approach in establishing purposeful and constructive communication and deepening and facilitating the home-school relationship. Paying attention to human issues and the relationships between them, establishing effective communication and parental participation in children's affairs, purposeful and two-way discourse need a precise engineering and providing conditions that play a significant role in deepening and strengthening parent-teacher interaction. Feasibility study, establishing desirable human relationships, creating a happy environment are also effective in motivating and attracting parents to school. Perhaps the most important strategy for parent interaction is to build trust, and that is what leads to a high level of participation and is done in the form of social and cooperative cooperation. By building trust in parents, while strengthening their sense of trust, collective self-efficacy also increases.

Today, the subject of creativity has become one of the hot topics in the field of children's development and has gained special importance in psychological studies and environmental design. Creativity is a complex skill that allows a person to make the best decisions and solve problems in different situations of daily life, using innovative and special ideas. Therefore, it is a basic skill in the process of adaptation of the individual and society, which is changing rapidly. Creativity can be defined as the ability to think in unusual ways and create new solutions to problems. In fact, the nature of creativity is to explore different solutions to achieve uncertain results. Most creativity trainings share the common ground of divergent thinking. People with divergent thinking are different in their thinking and actions and move away from custom and habit and use creative and new methods. Of course, divergent thinking is synonymous with creativity when it leads to a positive and fruitful result, and this result can be called a creative product. Research emphasizes the impact of the child's environment on the development of his creativity. In the contemporary century, the subject of the relationship between man and the environment and the ability to translate it into the language of environmental design and architecture, has been considered by researchers in this field of knowledge. In this regard, it is important to know man and the characteristics of his living environment and how to establish a relationship between these two factors. Since the personality of individuals is formed in childhood, the focus of researchers in the field of creativity is on childhood. While many previous researchers believed that creativity was inherently inherent and could not be nurtured, several studies and experiments showed that creativity could be taught to children well in educational settings. In this regard, the use of standard educational methods that are based on creativity and innovation, as well as the use of educators who have enough power to teach creativity in children can be a very effective approach to enhance creativity in children. Educational spaces are among the important environmental parameters that can play an important role in improving the level of creative thinking of children. Therefore, designing creative-oriented educational environments that allow children to think creatively and innovatively can play an effective role in improving children's creativity. Accordingly, many educational systems around the world have focused on designing creative learning environments and thus have been able to achieve important achievements in fostering children's creativity. Environmental factors include a combination of factors outside of children's minds that affect the growth and development of their creativity. Researchers have studied the effect of teamwork on the growth of the creative process and have concluded that the creativity of individuals in collaboration with each other is mutually reinforcing. The natural environment is an ideal place for creative behaviors in children. Natural environments stimulate the child, stimulate growth and unlimited learning, so nature should be considered as an essential member of the children's environment. There are many studies that show that the structure and environment of learning has a significant impact on children's creativity. Creativity has long been thought to be fundamentally inherent; But in recent years there has been more evidence of teaching, learning and practicing creativity and creative thinking skills. Creativity is an important element in the development of society. Since creativity is nurtured in childhood, the factors that cause creativity to grow or disappear must be considered. Children at the age of 2 to 13 years have the highest growth of creativity and from that age onwards its upbringing is accompanied by a downward trend. So at this age, individual as well as environmental or social factors are very important. Children's environment at this age is first a residential home and then an educational environment such as kindergarten or school. Each educational space should have its own identity and meaning and should create a sense of ownership and belonging in children, creating this sense of learning space will create peace and mental security. Which in itself enhances the power of learning and fosters creativity. Therefore, the main purpose of this study was to investigate the relationship between creativity and educational environment for children aged 2 to 10 years and identify and explain the environmental components affecting creativity, using an approach based on recognizing the physical and mental dimensions of the child and his needs as a user of the architectural environment. is. The present qualitative research, using exploratory method and qualitative content analysis, has identified the basic variables in the researches on the relationship between the environment and children's creativity and has tried to investigate and summarize the relationships between them with logical reasoning. Since the results of this study are based on an analytical approach based on the theories of researchers and the results of previous research, it can be considered a qualitative meta-analysis. The results of this study show that by creating features such as spaces with the appropriate scale and form for group activities, collective presence and interactive activities, proper arrangement of furniture to perform various activities, use of outdoor environment and natural stimulating elements inside the space., Flexibility of space and space embedding with the ability to perform several activities in it at the same time and the possibility of using a space with different uses at different times and the possibility of creating variation and sudden changes in space and space readability, attention to sound aspects And visual effects of space elements and observance of aesthetic principles for visual appeal of space, color and light of space, attention to the shape and form of space, performing appropriate movement and mental games, complexity and use of distracting data in space and the possibility of imagination In space and helping the child to experience new phenomena, creating motivation and stimulus in space to stimulate the child's curiosity, creating a sense of belonging in the child and creating a sense of security in space and creating a sense of peace in the person by being in space, in the environment. Power increased children's creativity. Also, if the educational environment is designed in a way that the principles of environmental psychology related to the physical and mental condition of the child are observed, a suitable platform will be created for the flourishing and strengthening of the child's creativity.

The rapid development of information technology, along with other factors such as the transformation of the industrial society into information, demographic change, the globalization of professional activities, the expansion of market forces in the field of education and in other words the commercialization of education, have all had dramatic effects on education. . Accordingly, today the most important concern of a country's education system is to create a suitable environment for the growth and excellence of intellectual capital in information and knowledge-based societies. Achieving this requires a redefinition of the role and function of schools and the entry of modern technologies into the field of educational institutions (Zamani, 2009). Today, the country's education system needs a school that uses information and communication technology to enable continuous learning and provide new opportunities for people to experience life in the information society, so that this technology is not as a tool, but in the form of Empower the infrastructure for vocational education and training. The widespread use of information and communication technology in the process of education, along with the evolution of educational approaches in the world, has provided the ground for the formation of smart schools, these schools are among the key needs of student-based communities and approaches to develop students' knowledge skills and entrepreneurship. (Mosazadeh, 2019). The method of the present study is mixed, which has been done in two stages, qualitatively and quantitatively. The statistical population of the present study in the qualitative section included all university professors related to smart schools (member of the Smart Schools Council), specialists in technology, experts in education departments and smart school principals. 22 smart school principals and educational technology experts from 6 provinces of Kermanshah, Ilam, Qazvin, Bandar Abbas, Hamedan and Fars were randomly selected. In a small part of the cluster random sampling method, based on Cochran's formula, 386 questionnaires were used. In this study, data collection tools were theoretical background, interview and documentary observation. In the first stage of this method, the data theory of the foundation is used as a qualitative approach; Therefore, in this study, in order to identify qualitative characteristics through interviews and all the factors affecting the competencies of smart school principals, in the opinion of experts, as well as searching in specialized books, Internet, related magazines and articles, dissertations and other books and research; Was used. Strauss and Corbin method coding method was used to analyze the qualitative data. The research findings in the qualitative section showed that in the open coding section, they identify the concepts and expand them according to their characteristics and dimensions. From the raw raw data, the basic categories related to the studied phenomenon are extracted by segmenting the information, forming categories of information about the studied phenomenon, asking about the data, comparing cases, events and other cases of phenomena to gain similarities and differences. The results of open coding of data collected using interview tools were observed that 62 open codes out of 370 concepts were identified. In the axial coding stage, the researcher puts one of the categories at the center of the process under study and exploration (the main phenomenon) and then relates the other categories to it. These categories are: causal conditions (justifiable causes of the main phenomenon), strategies (interactions performed to control, manage, deal with and respond to the main phenomenon), context (specific bedrock conditions affecting strategies), intervening conditions (general bedding conditions). Effective in strategies (and consequences) (guidance in applying strategies). In the axial coding process, aggregate coding was used. In the axial coding section, 62 initial codes were identified. In the section of selective coding, the researcher, relying on the internal relations of the categories extracted from the axial coding model, writes his research theory by writing a narrative of the relationship between the categories and according to personal technical notes. At this stage, the researcher provides a theoretical explanation of the process under study. The researcher can complete the systematic design by stating propositions; Therefore, in this stage, 15 categories including values and attitudes of principals and staff, evaluation, supervision and control, principal knowledge competence, general competencies of smart school principals, professional competencies of principals, school infrastructure conditions, social and cultural factors, economic factors, religious factors, management Resources and training, skills and abilities of the secretary, skills and abilities of the principal, cooperation and partnership with staff and organization, school intelligence, personality traits were identified. In this study, for designing and validating the competency model of smart school principals, based on interviews with experts, models and related variables have been identified. Finally, based on the final criteria identified, the model derived from the data theory theory method is presented. The results showed that the results of open coding of qualitative data collected using the interview tool, it was observed that 62 open codes out of 370 concepts were identified. In the next step, in the axial coding section, 62 primary codes and in the selective coding section, 15 categories are categorized as follows: Values and attitudes of principals and staff, evaluation, supervision and control, principal knowledge competence, general competencies of smart school principals, principals' professional competencies, school infrastructure conditions, social and cultural factors, economic factors, religious factors, resource and educational management, skills and competencies Secretary, skills and abilities of the principal, cooperation and partnership with staff and organization, school intelligence, personality traits. The category of professional competencies of principals is in the first place and was selected as the most important competence of smart school principals according to experts and experts. Managers with higher education and appropriate management expertise can be very successful in managing smart schools. Organizing and coordinating is one of the most important professional competencies of principals in such schools, and if principals have the power to organize and coordinate matters, especially the academic guidance of students, they can be very suitable for managing smart schools. Mastery of software and hardware systems are other professional skills of managers. Having a certificate of competency and professional competence of principals, especially passing specialized courses in management and leadership and familiarity with how to run smart schools are other effective factors in determining the competence and selection of principals.

The present study aims to present an authentic leadership models in high schools. The research method is a combination of qualitative and quantitative studies. In terms of time and objective, it is a cross-sectional applied research. In the first phase of the study the participants were 19 persons including university professors and principals and employees of the Education Departments of Markazi Province, who were selected using purposive sampling method, and interviewed until theoretical saturation was realized. The data analysis was based on open, axial, and selective coding, and validity of the analysis was assessed from internal and external approaches. Reliability of the research was verified using coders’ contingency coefficient, and the contingency coefficient of 0. 77 was achieved after repeating the interview for the fourth time. In the quantitative phase, the statistical society consisted of 1128 high school teachers and principals, 330 of whom were selected using simple random sampling method and Morgan-Krejcie (1970) Table. The data collection tool was a self-made questionnaire based on the qualitative results. Validity of the questionnaire was assessed by experts’ approach, and reliability of the questionnaire was calculated as 0. 84 using Cronbach’ s Alpha Test. The data was analyzed using descriptive statistics (average and standard deviation) and statistical inference (structural equations) by SPSS20 and Amos24 software. The findings identified organizational strategies, organizational status, personal characters, and capabilities as the causative conditions of authentic leadership; strategic approach and principals’ superficial competition as contextual factors, improper targeting, lack of facilities, and excessive interference as interventional factors; reconsidering management structure of the schools, principals’ intellectual independence, and tolerance as strategies; and enhancing quality of education, increasing the principals’ social capital, and reducing social harms in the schools as outcomes of authentic leadership. Structural equations by Amos software were also indicative of the fact that the proposed model fits well. The subject of leadership has always been one of the most important topics in management science and sociology of organizations. Self-awareness expresses a deep understanding of one's skills, values, and behaviors (Cottrill, Lopez & Hoffman, 2014). Morality refers to directing one's actions and decisions by a personal moral compass and ignoring social pressures. Balanced processing is also dealing with all issues without neglect, respecting the views of others and considering all aspects instead of being biased (Northouse, 2016). Relationship transparency is also the degree to which the leader shows his or her originality to others, shares information with others, and expresses his or her true thoughts and feelings (Rego, Sousa, Marques, Pina & Cunha, 2014). Genuine leadership with elements of transparency, honesty and ethics can be the answer. On the other hand, due to the recentness of the concept of genuine leadership, it is necessary to study genuine leadership and further explore the components and factors involved in it. The innovation of the research is that with a combined study (qualitative and quantitative), an attempt has been made to address different angles of this concept and to identify the factors affecting genuine leadership for high school principals. The research method is a combination of qualitative and quantitative studies. In terms of time and objective, it is a cross-sectional applied research. In the first phase of the study the participants were 19 persons including university professors and principals and employees of the Education Departments of Markazi Province, who were selected using purposive sampling method, and interviewed until theoretical saturation was realized. The data analysis was based on open, axial, and selective coding, and validity of the analysis was assessed from internal and external approaches. Reliability of the research was verified using coders’ contingency coefficient, and the contingency coefficient of 0. 77 was achieved after repeating the interview for the fourth time. The data collection tool was a self-made questionnaire based on the qualitative results. Validity of the questionnaire was assessed by experts’ approach, and reliability of the questionnaire was calculated as 0. 84 using Cronbach’ s Alpha Test. The data was analyzed using descriptive statistics (average and standard deviation) and statistical inference (structural equations) by SPSS20 and Amos24 software. The findings identified organizational strategies, organizational status, personal characters, and capabilities as the causative conditions of authentic leadership; strategic approach and principals’ superficial competition as contextual factors, improper targeting, lack of facilities, and excessive interference as interventional factors; reconsidering management structure of the schools, principals’ intellectual independence, and tolerance as strategies; and enhancing quality of education, increasing the principals’ social capital, and reducing social harms in the schools as outcomes of authentic leadership. Structural equations by Amos software were also indicative of the fact that the proposed model fits well. The issue of genuine leadership is one of the most important issues in the field of education. Given the novelty of this issue, the need for further studies of genuine leadership is inevitable. Therefore, the present study was conducted to provide a genuine leadership model for high school principals. The research method was performed in two steps: qualitative and quantitative. Findings from the experts' point of view showed that the causal factors affecting the original leadership included organizational policies, organizational appointments, personal characteristics and competencies. It should be said that the basic principle of any organization is clarity and transparency of policies and its implementation in practice. Based on the organizational justice approach, it can be said that the leader achieves organizational goals when employees have reached a fair perception of their organization. The findings showed that the genuine leadership model requires different actions at the macro (policies), middle (organizational culture and transparency within the organization) and micro (managerial individual and personality factors) levels. Some of the findings of this model (strategic approach, competition at the managerial level, improving education and reducing social issues) were not present in the studies and are somewhat new and significant. Although the results of this study can be generalized to other similar communities, the findings are limited. One of these limitations is that this study was a case study that requires studies at a larger level to make a more accurate judgment. The researcher did not have the facilities and time to study in other areas. Another limitation was the lack of tools to measure and describe the current state of the original leadership. It is suggested that a clear and specific procedure be provided for the selection of principals for all eligible people, and that school management move away from the appointment mode and pay more attention to their professional dimensions and competencies. It is suggested that criteria be selected for the selection of school principals in accordance with the original leadership model and take operational mode. Another suggestion is to teach managers the basics and principles to promote the original leadership model. Another theoretical suggestion is to provide an indigenous scale to assess the status of genuine leadership and to address it from a descriptive perspective.

Leadership has always been one of the key and at the same time the most complex issues in the field of organizational management studies. Over time, and in proportion to the increasing volume and complexity of organizational environments, the concept of leadership has become more important; in the view of some management experts, leadership is the main structure of the organization's activities and the main factor determining the success or failure of an organization. However, with the development of technology, the management and leadership styles of the organization have also changed; but what has impacted the leadership of organizations more than any other technology is a leap known as digital technology. Digital technology, a set of profound developments and changes in organizations and businesses; In the field of activities, processes, capabilities and business models that allow them to be able to use the opportunities arising from the development and promotion of technology and the resulting changes in their development in different communities and use them in line with their strategies and priorities. Take advantage. In the digital age, anything is possible at the speed of light. Companies can build and test new products much faster and cheaper than before, for example through digital simulations, 3D printing prototypes or small application products. At the same time, innovation strategists need to engage with a wider playing field in addition to adapting themselves to the pace of innovation. For example, it is no longer a competitive advantage in products, but in the digital services that are provided for those products. The main purpose of this study is to identify and rank the effective factors in preparing for digital transformation leadership in schools of Zarandieh city, so it can be said that the present study is a descriptive-survey research in terms of purpose in the field of applied research and data collection method. The statistical population in this study has used the perspective of school staff in Zarandieh (800 in total). Using Morgan table, the minimum sample size required was 181 people. To be surer, 200 school staff in Zarandieh were selected by random sampling method. Two questionnaires were used to collect data. The first questionnaire was provided to the experts to rank the factors. Questionnaire two is a standard questionnaire that has been provided to employees to assess the status of factors. The validity of the questionnaire was confirmed using content validity. Cronbach's alpha of the questionnaire is 0. 813, so the questionnaire has good reliability. The Savara method has been used to rank and determine the importance of the factors influencing the readiness to lead the digital transformation. T-test was used to assess the status of each factor. Finally, the final results of the study were evaluated using significance-performance analysis. The Savara method has been used for effective factors in preparing for digital transformation leadership. The Sawara method stands for Step-Wise Weight Assessment Ratio Analysis. The Savara method is one of the new multi-criteria decision making methods that was introduced in 2010 by Violeta Kershaline along with Zavadskas and Turskis. This method is used to calculate the weight of the criteria. Based on the research findings, practical suggestions are provided to school principals in Zarandieh. Relevant managers should help strengthen digital literacy by developing a digital vision. Existence of mental agility, quick adaptation and fast learning are effective in creating readiness to lead the digital transformation in the educational institutions of Zarandieh city. Also, increasing the focus on students and developing software facilities in order to respond to them, is one of the important pillars in establishing digital transformation leadership in educational institutions of Zarandieh city, which should be considered by the relevant managers. The meritocracy and ideal influence of the relevant principals have caused the mental encouragement of people to the written goals and individual attention and considerations in the schools of Zarandieh city should be considered more than before. In order to be ready to lead the digital transformation in the schools of Zarandieh city, it is necessary to pay more attention to increasing the authority of the specialized forces and supporting digital educational programs. Strengthening creativity and innovation among the principals and staff of Zarandieh schools will provide the preconditions for replacing the traditional activities of electronic methods, and finally the leadership of digital transformation will be established in the schools of Zarandieh city. This study also had some limitations. Lack of adequate scientific support and localized knowledge about digital transformation leadership has created limitations. Lack of operational experience and accurate statistics on digital transformation leadership in schools is another constraint. Due to the existing limitations, future researchers are recommended to conduct studies to conceptualize the discussion of digital transformation leadership with a theoretical perspective and from a technical perspective to deal with methods of implementing the digital transformation leadership model. Based on the research findings, practical suggestions are provided to school principals in Zarandieh. Relevant managers should help strengthen digital literacy by developing a digital vision. Existence of mental agility, quick adaptation and fast learning are effective in creating readiness to lead the digital transformation in the educational institutions of Zarandieh city. Also, increasing the focus on students and developing software facilities in order to respond to them, is one of the important pillars in establishing digital transformation leadership in educational institutions of Zarandieh city. Qualification and ideal influence of the relevant principals have caused the mental encouragement of people to the written goals and individual attention and considerations in the schools of Zarandieh city should be considered more than before. In order to be ready to lead the digital transformation in the schools of Zarandieh city, it is necessary to pay more attention to increasing the authority of specialized forces and supporting digital educational programs. Strengthening creativity and innovation among the principals and staff of schools in Zarandieh will provide the preconditions for replacing the traditional activities of electronic methods, and finally the leadership of digital transformation will be established in the schools of Zarandieh.

The education system and the basic activities in which it is formed, i. e. the training of human resources and capital, are the basis of sustainable development; Therefore, the quantity and quality of this education plays an important and vital role in the welfare and prosperity of nations. Schools, as the technical units of the educational system, have the most important task in this field. However, the tasks that managers have to do and the tasks that are assigned to them are very diverse and diverse. Therefore, managers must have a range of skills, especially political skills, in order to be able to make serious decisions in specific situations. Because policy-making is an undeniable issue in relation to the work of managers, the present study was conducted with the method of narrative research with the aim of representing managers' experiences of policy-making in the direction of quality improvement and with an interpretive approach. Episodic interviews were used to collect data. Participants in the study were school principals in Sanandaj and sampling was purposeful. After interviewing 15 people, the data were categorized and analyzed inductively based on thematic analysis. The analysis showed that the political, social, economic, cultural, human, technological or professional and legal factors, in turn, can influence the policy-making process. Economy as one of the effective factors in the field of education and improving its quality has always been one of the main indicators of development and excellence of education and the main criterion for the development and improvement of policy in education and development. Analysis of information related to economic factors indicates that economic factors play a decisive role in policy making. In fact, economic factor has been one of the criteria for the development and improvement of educational activities. The lack of educational per capita, parents’ reluctance to helping the school, Insufficient teachers' salaries, and consequently teachers' lack of motivation to continue their educational activities, lack of proper educational facilities, existence of dilapidated buildings and the lack of attention to educational infrastructure, are among the indicators that motivate principals to activities. All of these provide quality education or prevent them from working in this field. Legal factors refer to those factors that are related to the structure and administrative regulations and organizational duties and roles. Analysis of data on legal factors shows that the existence of obvious discrimination between school principals, teachers and, to a lesser extent, students, affects principals' performance in improving the quality and development of appropriate policies in education. Public school principals often point to discrimination and partisanship in the administration, and find this to be a motivating factor. Certainly, the existence of incorrect and inappropriate policies reduces the efficiency of any organization. Despite the inner desire of the principal or teacher, discrimination in the selection, encouragement, and promotion of the organization, etc., causes that they do not make an effort to implement their positive ideas and thoughts to develop the quality of education and are even less active. Also, the inability of principals in choosing their teachers for school is another legal problem. This, in turn, creates a conflict between the needs of schools and the demands of higher authorities, which in the long run reduces the quality and increases the dissatisfaction of school principals and teachers. Political factors refer to the adoption of appropriate policies by managers to implement laws, programs, and communiqué s with the aim of achieving better quality. Analysis of data about political factors shows that the existence of useful and constructive interaction and communication between executive factors in the school and setting school goals in the direction of rules and regulations communicated to schools can be among the political factors. When all the executive agents in the school can work together and enforce the rules and regulations, the policy-making in these schools will be better and the quality of education will be improved. Principals who can coordinate laws, regulations, and sometimes contradictory communications, and align teachers and other school agents in line with the main purpose of the school, and by creating constructive and appropriate interaction with different sectors of education provide the ground for internal and external coherence, the quality of education will be affected, and schools will improve qualitatively. Social factors refer to social contexts that provide appropriate policies for quality development in schools and establish the necessary balance between the environment and educational activities. Analysis of information on social factors shows that one of the important factors in the social mismatch between education and the environment is the lack of attention to the needs of the labor market. Schools, as suppliers of skilled and capable manpower in the industrial and social fields, need to keep pace with the needs of the labor market and cultivate a workforce that is commensurate with their needs and wants, which is one of the important aspects of policy-making. Another social factor is related to the mismatch of subjects with students' abilities and talents. When students' social and individual abilities are not taken into account in keeping with environmental and social activities, the subjects will not be in line with these abilities. Consequently, school trainings will not be effective in practice. Cultural factors refer to those factors that are related to the values, norms, and managerial attitudes related to quality and its development in schools. Analysis of information on cultural factors shows that the lack of proper culture in the field of education and ignorance of many people in the school community is one of the major problems in reducing quality and inappropriate policies in the field of education development. Parental illiteracy, lack of useful education for them, lack of communication between home and school, inconsistency of home and school values, fading of high religious values and inappropriate innovations have caused school principals to discuss appropriate and up-to-date policies with problems. Therefore, principals need to focus on the quality development of school education (while maintaining positive relationships with society and the environment and family) and provide moral and cultural context for students, who in the future will lead and develop culture.

Introduction: Public participation has been considered as an important and key issue in recent years in various fields. In other words, the development of public participation at the international level and its positive functions has caused public participation to have appropriate capacities. Public participation means using the capacities of individuals to develop a field or a program. Public participation is the use of the financial, intellectual and spiritual capacities of others to complete or develop various activities. In the last few decades, due to the increasing emphasis on the involvement of people in decision-making and given the importance of public opinion in development planning, the concept of public participation has been considered. Gradually, the concept of popular participation has been transformed from a symbolic state into a practical one. One of the important functions of public participation is in the field of school sports. Sporty Yar charities engage in charitable activities that move towards the development of sports resources in our country. Activities that, if further supported and supported by the government; it will also play a significant role in promoting Iranian sports. Even in a situation where due to the extent of the government's sports activities, the government alone is not able to provide good quality and quantity services without the participation of the people. On the other hand, it should not be forgotten that this part of the popular support is only to create a suitable platform for the development of sports spaces and facilities, and the donors are not looking for personal choice. Methodology: The present study was one of the qualitative researches that was conducted in the field. Qualitative part: The qualitative method used in the present study was phenomenological. Phenomenology studies the actual experiences of individuals, and it is believed that there are substances in these experiences that can be understood and studied. Participants in the present study included individuals who participated voluntarily in school sports. Participants in this study were sampled using purposive sampling with homogeneous sampling approach and at the same time with maximum diversity. This issue was formed until the theoretical saturation was reached. Finally, 15 interviews were conducted in this regard. The data collection tool in the present study was a semi-structured interview. Semi-structured interviews are one of the most common types of interviews used in qualitative research. Research Findings: The descriptive results of the study showed that the participants included 66. 7% male and 33. 3% female. Also, among these research samples, people with a doctoral degree with 46. 7% have the highest number. Descriptive results showed that fruiting individuals over the age of 50 years with 46. 7% had the highest frequency. The results showed that there are 4 main themes and 16 sub-themes. According to the results of the present study, the factors affecting the improvement of public participation in school sports were identified in 4 sections, including individual aspects, socio-cultural issues, and management issues and sports facts. In other words, paying attention to the identified factors can provide the basis for improving public participation in school sports. Discussion and conclusion: Public participation is identified as one of the management tools in the present age. The functions of public participation in attracting financial resources, improving the human condition, as well as utilizing the existing organizational and non-organizational potentials have caused the managers of organizations to try to develop it. Promoting public participation can also lead to environmental dynamism and increased social interaction. This has led to the identification of public participation as a key issue in the management system of advanced societies. On the other hand, school sports as a basis for the development of sports in societies more than ever needs a fundamental development and transformation. This issue is understood in Iran more than any other country due to lack of investment and long-term planning. In other words, in order to develop school sports, it is necessary to completely eliminate the existing problems and limitations. This issue has led to the present study was designed and implemented with the aim of factors affecting the development of public participation in school sports. The results of the present study showed that a total of four general factors including individual aspects, socio-cultural issues, and management issues and sports facts were identified as effective factors in the development of public participation in school sports. In other words, in the development of public participation in school sports, serious attention should be paid to individual aspects, socio-cultural issues, managerial issues and sports facts. According to the results of the present study on the existence of factors related to sports facts in order to improve public participation in school sports, it is suggested that by writing about the situation of school sports and identifying its common problems, the primary concern is to attract volunteers to school sports. Appeared. It is also suggested to create a platform to visit the teacher sports to create transparency about the current state of school sports. According to the results of the present study on the existence of factors related to management issues in order to improve public participation in school sports, it is suggested that by monitoring the material and human resources absorbed and proper use of these resources, to promote public trust to improve public participation in sports Schools took action. Also, according to the results of the present study on the existence of factors related to socio-cultural issues in order to improve public participation in school sports, it is suggested to control cultural differences in schools to attract all individual and group capacities to develop public participation in school sports. Provided. In this regard, it is also suggested to use the prominent and influential figures of the country in school sports, to provide the ground for attracting public participation in school sports. According to the results of the present study on the existence of factors related to individual issues in order to improve public participation in school sports, it is suggested that the management of individual differences in schools between students and the participants themselves try to use the existing capacity in this regard. In order to conduct the present study, there were some limitations, such as the lack of accurate statistics and information on the amount and performance of public participation in school sports, as well as the low research spirit of some participants in the study.

In today’ s competitive scenario, organizations are forced to monitor their performance on a sustained basis, across several dimensions. However, developing an effective performance management system (PMS) remains a challenge. Several problems regarding the building of a performance management system, such as the accuracy of data, the definition of meaningful metrics to support decision-making processes, and the measurement of company’ s intangible aspects, continue to represent challenges for managers. In order to be useful, performance management systems should ensure that performance is clearly defined and metrics accurately measure performance. Closely related to this subject is the selection of valuable performance indicators Any effective performance management system has to adopt a limited number of indicators, i. e., key performance indicators (KPIs), capable of providing an integrated and complete view of company’ s performance and to measure progress toward organizational goals. In many organizations, the basic issue is that performance appraisal should be done with what criteria and indicators. Because if an appropriate indicator is introduced, they can better manage their resources in particular and guide the sectors to the strategic goals of the organization in general. The selection of performance indicators is one of the major challenges of organizations developing and implementing a performance management system. The performance indicators represent the means for monitoring processes and related outcomes to drive management actions. Therefore, the selection of performance indicators has to be addressed: limiting the number of indicators to prevent information overload, to avoid confusion for their potential users, to provide a clear picture of the critical organizational competitive factors and to facilitate the overall measurement. Measurement of performance allows to make clear performance issues, compare the current situation to the goals and to provide exact steps towards the elimination of the problems. Key performance indicators in education are also important for improving performance. The origin of KPIs in education can be traced back to the requirement of accountability of education providers to different stakeholders. According to Wu & Chen (2014), educational KPIs have a dual purpose: first, they predict the outcomes of educational operations and second, they describe important characteristics of the educational system. Also, their purpose can be described as summative and formative. In summative case, the evaluation based on PIs can help an applicant choose an educational institution to apply to, inform prospective employee, inform the allocation of resources to institutions by financing agencies, or inform the licensing or accreditation of a degree of an institution. Formative purposes may include: helping to communicate to all members of educational institution the importance of good organizational performance and its contribution to the desired direction, motivating members to reach institution’ s targets or promoting continuous improvement and accountability to all stakeholders. For educational institutions, determining their KPI should include all stakeholders of the organization, and should have had a direct effect on the core budget. According to (Burke et al, 2002)using KPI are important because “ how well college and universities meet the needs of students, states, and society” (p. 116) is the true test of accountability. Key performance indicators are measurable values that show how effective schools achieve key goals in different criteria (To enhance the quality of elementary schools, KPIs must be explored and measured. KPIs deem as a measurable value which explains the effectiveness of a school and how it is achieving key objectives. Schools use KPIs for ensuring that they are going on the right way or not. A challenge that schools now are faced with is to correctly select the key indicators for standardizing leaders and teachers performance in accordance with educational areas. Public education’ s changed mission dictates the need for a new type of school leader--an executive instead of an administrator. No longer are school executives just maintaining the status quo by managing complex operations but just like their colleagues in business, they must be able to create schools as organizations that can learn and change quickly if they are to improve performance. Schools need leaders who are adept at creating systems for change and at building relationships with and across staff that not only tap into the collective knowledge and insight they possess but powerful relationships that also stir their passions for their work with children. The wrong selection of key indicators will bring this risk to schools to place them in a wrong direction and encourage them to achieve something that will not cause any progress for them, while performance management will help them to use key performance indicators as a management dashboard. When dashboard is properly designed, it can be a rich tool for indicators, reports, and charts that can be dynamically acted so that managers by citing it be able to observe the performance of organization at any time and compare and investigate its status to short and long-term prospects and ultimately to be a powerful and unique tool to monitor the performance of organization. The purpose of this study was to identify and prioritize key performance indicators in elementary schools using fuzzy Delphi and SWARA methods. Experts (statistical population), including faculty members and specialists in the Ministry of Education, were selected through a purposive sampling method to reach the theoretical saturation of 15 people. The data collection tool is a structured interview. At first, by reviewing the existing literature, effective components and indicators were selected and a list of identified components and indicators was provided to the experts, and then the desired components and indicators were selected based on the expert opinion. Fuzzy Delphi method was used to identify and screen the indicators. Research findings showed that elementary schools have 102 indicators in 6 components of human relations development, strategic planning, growth and learning, instruction and evaluation, management and leadership, and environment and community. In the end, the final weight of the key components and indicators was determined by the SWARA method. The most important components of management and leadership, growth and learning, and environment and community were introduced. According to the results of the research, it can be acknowledged that the Ministry of Education still needs more effective measures in the field of performance management in primary schools.

Distributed leadership moves beyond the philosophy that leadership is generated solely by the role and position of the principal and instead frames leadership as a practice that involves an array of individuals whose dynamic interactions mobilize and guide teachers in the process of instructional change. Spillane (2001, 2005, 2007) developed a distributed perspective on leadership that shifted the focus from the gallant actions of the school principal to the results of the combined interactions of school leaders, followers, and their use of artifacts in various situations. The purpose of this study was to examine the distributed leadership practices of principals in primary schools from the viewpoint of their teachers and to identify the conditions for the establishment of distributed leadership in these schools in Mashhad, Iran. The survey method was conducted on all the primary school teachers in the third districts of Mashhad and Tabadkan. In total, 335 teachers were selected as the sample population using Morgan's table. Data were collected using Spillane 's scale and interview. In the conceptual framework proposed by Spillane (2002), the four dimensions of distributed leadership include mission, culture, shared responsibility, and leadership experiences. In terms of mission, vision, and goals, special emphasis is placed on the knowledge of all school members about the school's goals, which examines the current status of distributed leadership in schools indicating the above-average average of this variable in our schools. Based on the results of this study, the mean of distributed leadership was 3. 683. it seems distributed leadership is a complex phenomenon with teachers engaged in all four dimensions in the primary schools. Accordingly, distributive leadership status in the primary schools was above the average level. As a result of comparing the current and desirable status, there was a significant difference between the current situation and the desirable status of distributed leadership in the schools studied. The main gap between the status quo and the desirable component of participatory decision making seems to be that in the schools studied to track students' educational needs, there is usually no regular meeting with counselors or educational professionals and no attention is paid to students with needs. moreover, it seems that teacher evaluation results are used less to evaluate school curricula and teacher's useless feedback and evaluation results and manager observations to improve classroom instruction. Based on the findings of this study, it seems that the approach of the studied schools has been inclined towards distributive leadership, especially in the last five years, also the school principals, have tried to recognize the goals particularly in the field of mission, attitude, and goals of the school. However, as it was stated earlier to inform all members about the goals and to involve the members in the implementation of the goals and also to align the goals of the school with the educational goals, more work is needed, which shows the gap between the current situation and the desired one. According to the interview data, the establishment of distributed leadership in primary schools requires the incorporation of concepts such as vision and goal setting, organization, optimism culture, enabler structure, and student-centered. Studies in Iran so far have not looked at school prospects and organizations as components of distributed leadership, but there has been some research into the culture of optimism and its underlying components such as self-efficacy and academic achievement as well as professional empowerment. In sum, this study revealed the acceptable attention to organizing people in appropriate situations to share school responsibilities and complete tasks by individuals, also to expand and develop leadership capabilities and publish leadership tasks among individuals in the school social network and the spread of school culture. As a growing body of research on distributed leadership has begun to influence of this leadership style on school performance and student learning. For example, the results of Abbasian et al. (2012), Gholami et al. (2014), Mohammadi (2011), Nasiri et al. (1395), Arianfar et al. (9013) studies, in line with the results of this study, confirmed that the distributed leadership status in primary schools especially in Iran. It is slightly above average in schools. However, Spielan (2005), Groen (2002), Bennett (203), and Ilzofeng (2001) emphasized on the school landscape component. In the school organization component, the status of the schools under study was reported to be above average. In the school organization, the focus is on knowledge, education, and learning in the context of school culture. The results of this study showed a moderate focus on organizing people in the right situations to share school responsibilities and completing tasks by individuals and expanding and developing. Leadership capabilities and dissemination of leadership tasks among individuals in the school social network and the prevalence of school culture. Consideration of the component of individual organization based on leadership tasks has also been emphasized in the studies of Harris (2008); Lewis et al. (2009); Woodsograwen (2009); Woods et al. (2004); Bennett et al. (2003). Participatory decision making also had a higher-than-average mean in this research, a point that scholars such as Lewis, Mayrowitz, Smiley, and Murphy, Van Amijd, Bilesbury, and Van Morsi, (2009); Timberley, 2008; Mayrowitz et al., (2007), They have emphasized it. In this study, leadership behaviors were above average, a topic that has been mentioned in Spillane’ s theory of leadership experiences that includes leadership tools, thoughts, and intentions. These results were consistent with the findings of scholars (e. g., Lewis; Leitz Wood & Growan 2000; Storm, Wall, 2004; Bush; Gluner, 2003). This study supports the creation of conditionss for principals and teacher teams to attend professional development that allows them to work alongside one another to improve the leadership practices in their schools. Traditional approaches to professional development are designed so that principals and teachers attend professional development school performance. opportunities separately and often unrelated to one another. Thus, principal preparation programs must create courses that incorporate complex and multidimensional activities to develop their capacity to identify the strengths of their teachers, provide opportunities for teachers to take on leadership roles in their areas of interest or expertise, and guide and direct the teachers to utilize material and cultural artifacts in order to improve.

The professional Ethic is a collection of principles and standards of human behavior, which specifies individuals and Groups treatment. Josephson (2013) believed that human attend to professional Ethic is because of its impact on civil society stability. In the Qualitative section, data is collected by Doulfy Technic, which has done in 3 steps Through semi structural interviews. The 3 steps of this Model is: open coding, Axial, and Random. In this research, we’ ve used 4 external audit procedure, and the results has obtained Through Participates, in addition versatile and Longitude involvement. In the Quantitative section, it is used scaling / descriptive Method. The statistical society included of Persons of Lorestan province primary school as Managers. So that, at the beginning, we separated 25 districts from each other, Then, The relative category was done. The sampling method on Quantitative section was scaling random, according to districts’ volume. To evaluate the sample volume, at first, was done presampling of statistical society, as 30 persons, as well for criterion deviation of this pre-sample (0. 503). Despite, the volume (2366) and replacing random sampling of cook ran, determined that the sample volume was Just 330 persons. The recent study responses 3 below Questions: 1. How s the primary school Managers professional ethical Model? 2. Does this Model have a narrative explanation? 3. Does it have a stability process? This study has a main target of applied probation. This research has done as a purview process. The Method of this study is done according to Qualitative /Quontratative method to collect information, also, it is the kind of consecutive exploratory as tool making, which the researchers has paid to identity school managers professional ctice components in Qualitative section, and following, to study Quantitative data of statistical society the research strategy, in the first section was based on content analysis. As included of 16 persons of Educational / scientific Tenures of university and experts, whom were elected as purposive sampling Method. At the end, results showed that there were 81 open codes, 9 subsidiary, and 3 Main components. The Main components are: personal features, Job property, Emotional traits, Ethic strategies, professional abilities, Duty factors, social, cultural factors, and 81 Locution, based on degree 5 Liker spectrum. The data analysis Method in the first part was codding Method, and in the Latter section was structural Equation Modeling style. The applied Lisrel App showed that Main components of professional ethic Included 3 personal, intra, and external organizational dimensions, besides 9 subsidiary components including of personal features, Job property, Emotional Traits, Leadership & management, Ethic strategies, professional abilities, Duty factors, social, cultural variables, and 81 open codes. The analysis results showed the confirmatory variables, and cronbach’ s Alfa coefficient was as a narrative process, which confirmed the stability of this Model. The personal, Job, and Emotional properties are 3 subset of personal dimension. Also, Ethic Leadership strategy, professional abilities, Duty factors are 3 subset of interior organizational component. But, Duty, Social, and cultural factors are 3 subset of exterior organizational component. Results showed that primary school Management professional Ethic interior organizational Level is more important. So, according to the importance of this area, the Managers should have a proper Ethic behavior own. They are bonded to regard to prioritize Ethic values, Leading behaviors, and Ethic duty ascertaining, in order to create Ethical strategies. In the interior organization area, professional Ethic is based on doing duty and having a high responsibility, Means being responsible against Group’ s goal, in order to reinforcement and discover predisposition of individuals, to development of Educational organization. In the other hand, professional Ethic of exterior organization Is used to be the scale of being Justice, which in the most effective element in achievements of every organization. To specify these finding, it is deducted that all organizations have a set of interior and exterior elements as an effective continuos and ongoing component, that in fact, is the organization impotence operation. Namely, exterior factors of professional Ethic belongs to Ethical behavior feedbacks through outside resources. Economic, social, cultural, and political components, and also other organization elements, specially the competitive ones are the most effective variables on organization. These variable have an important role on Management process to make social responsibility, as providers control, designing, and performance, making relationship with exterior Variables of audit, and confirmation affairs according to professional Ethic exterior organization occasions. In the third dimension of professional Ethics, there is personal dimension, which includes of series of accepted believes of goodness, wrongs, admiration or obscene behavior that draws the Ethic trajectory in her/his Job. In the personal dimension, both personal and Job properties results to gradation “ professional Ethic position among managers. In order to specify the total research Model, one could say: professional Ethic is considered upon 3 levels. In the personal area, Ethic is a complex component, which is regretful of values and social believes. But, Ethic norms form in families, at first, and then, in school, as a interal personality phenomenon. In the organizational dimension, has a vital role on forming Ethical norms. Therefore, it is remarkable to design and management of Educational system, according to suggested Model as combinatorial of above important variable. ” Although, there is on increasing emphasis on professional Ethic, research necessity. But, The researchers should read More about These topics. In some society like our country, The professional Ethic has benn created in schools or universities. (Gharamaleki, 2017). The Education, is one of the most effective social institutions activity depend on Modality of Education activity. In the other hand, the Managers are hand led with a lats of students, whom gait into schools, for the first time, and the education systems have an effective impact their views and believs, for ever, specially on their life. From the other side, teachers demand Justice, honesty, and Moral behavior in their workhouses. They tend to observe these properties from management and undertakings, in order to feel more assurance to follow their duties. So, according to this research, designing and validatory of professional ethic for primary school managements of lorestan province education is a vital affair. Moreover, regarding these doctrine may change the students’ Life course. We hope these goals be realized.