JOURNAL OF SCHOOL ADMINISTRATION
Year:2021 | Volume:9 | Issue:1|Papers Count:20

The present study was designed and implemented with the aim of developing a comprehensive model of cooperation between Education and Municipalities in order to achieve the goals of the document of fundamental transformation of education. In terms of purpose, the research method was applied and according to the type of data, it was a combination of exploratory type. The approach used in the qualitative part was interpretive, which was done using qualitative content analysis method and was implemented in open and axial coding to identify research components. The research field consisted of knowledgeable and knowledgeable experts who were selected as a sample by purposive sampling method and the principle of theoretical saturation. These people included principals, deputies, experts and teachers who were aware of the subject of the research and were identified according to their experience, scientific and practical background, as well as their professional and research backgrounds in this field. Qualitative data collection tools included semi-structured interviews. This interview was designed to answer the objectives of the research. According to the recording tools, the research interviews were documented and at the end of the interviews, the coding was done as open and axial coding. In the qualitative part of the research, in order to check the validity, reliability (validity), transferability and verifiability were used. For this purpose, the researcher used the validation of the research process by eight academic experts to check the reliability. In this way, the researchers provided the research process and questions in the qualitative section to these eight experts, and after the approval of the experts and elimination of their shortcomings, the research process was performed in the qualitative section. It should be noted that these eight specialists included university professors who were outside the field of research and samples of the quantitative department and had a good knowledge of the qualitative research method and the present subject. In coding using two coders, several interview samples were used to ensure the same views of the coders. Also, in order to evaluate transmissibility, three experts who were not involved in the research were consulted about the research findings. To verify the verifiability, all interviews were recorded and reviewed at the required times. In the qualitative part of the research, specialized committees were used to evaluate the reliability. Thus, the members of this specialized committee were used for parallel coding of some interviews as well as evaluation and programs related to the interviews. In order to analyze the data of the qualitative section, coding was done in the form of open and axial coding according to the method of qualitative content analysis. Thus, MAXQDA2018 software was used in this regard. In the quantitative part, the research method was survey. In a small part of the statistical population included all general managers, deputies and senior experts of the general departments of education in the western provinces of the country in 1398, whose number was estimated at about 6, 000 people. Using Krejcie-Morgan table, 361 people were identified as a sample in this section. 500 people were selected to prevent a possible drop. The tool used in this section was a researcher-made questionnaire that was designed according to the objectives of the research. This questionnaire was the output of the qualitative part of the research. Thus, in two parts, including the components of the comprehensive model of education cooperation and municipalities to achieve the objectives of the Education Transformation Document, as well as the factors affecting the comprehensive model of education cooperation was designed. The number of questions in this questionnaire is 44 questions in the comprehensive cooperation model section (citizenship education 18 questions; environmental literacy 7 questions; facilities 8 questions; waste management 5 questions and participatory management 6 questions) and 30 questions in the effective factors section (organizational culture 6 questions; safety 6 questions; futurism (6 questions; systemic attitude (6 questions and political development (6 questions)). The face validity of this questionnaire was confirmed by examining the opinions of experts. The validity of the structure was confirmed using factor analysis. Finally, the reliability of the questionnaire after calculating Cronbach's alpha was 0. 88 in the comprehensive cooperation model section and 0. 83 in the effective components section. In the quantitative stage, data analysis was performed in two parts: descriptive statistics (mean, standard deviation, etc. ) and inferential statistics (structural equations and heuristic factor analysis) using SPSS and LISREL software. In order to identify the components of the comprehensive model of cooperation between education and municipalities, to achieve the objectives of the Education Transformation Document, as well as the factors affecting the comprehensive model of cooperation in education, qualitative studies and analysis of research interviews were used. Finally, 74 codes were identified from the research interviews, which showed the dimensions of the comprehensive model and the factors affecting the cooperation between education and municipalities to achieve the goals of the Education Transformation Document. After open coding, axial coding was performed to identify the dimensions of the comprehensive model and the factors affecting the cooperation between education and municipalities in order to achieve the goals of the Education Transformation Document. Qualitative results showed that the components of the comprehensive model of cooperation between education and municipalities to achieve the goals of the Education Transformation Document include citizenship education, environmental literacy, facilities, waste management and participatory management. The results also showed that the effective factors included organizational culture, safety, foresight, systemic attitude and political development. Factor analysis was used to evaluate and validate the axial codings. Thus, factor analysis was performed in two parts, including the components of the comprehensive model as well as the effective factors. The results of factor analysis show that out of 44 available indicators (items), 5 main components can be identified. These 5 components are: organizational culture, safety, foresight, attitude and political development. Organizational culture can be considered as a common model among the people of the organization, which is composed of the following basic components: accepted values and norms, individual and group assumptions and perceptions of the goals and missions of the organization and how the organization adapts to environmental conditions. Education and culture interact and interact. The relationship between these two categories is so strong that it can be acknowledged that the educational system has a cultural nature and provides the grounds for the production and excellence of culture. Culture owes its survival and excellence to the educational system. In addition to civil works, the municipality has the task of transmitting culture and values to the citizens, which is a great step to make all citizens responsible by cooperating with education and delegating responsibility to students. The next category is safety, in fact, safety in schools as one of the places that are always exposed to various dangers requires the observance of tips to create security against possible dangers and critical situations. Relevant organizations and school officials are also required to familiarize, observe and educate these points so that measures are taken to minimize harm and parents are less concerned about this issue. The most important thing about teaching safety principles and preventing accidents in schools is to raise students' awareness. Of course, this is an important task for parents and school teachers another factor identified to improve cooperation between education and municipalities to achieve the goals of the Education Transformation Document was foresight. The next category is futurism. The purpose of foresight is to calculate or predict certain future events or conditions. Another systemic approach was identified to improve cooperation between education and municipalities in order to achieve the objectives of the Education Transformation Document. Systemic approach based on this view, the organization should be considered as a systematic whole and data analysis should be used to solve problems and make decisions. The present study showed that in order to improve the cooperation between education and municipalities in order to achieve the goals of the Education Transformation Document, political development should also be considered. Political development is more behavioral and fundamental. Political development is accompanied by fundamental changes and is related to the depth of change. The three factors of organization, efficiency, practical reasoning and ideological solidarity of leaders and followers are considered as tools of political development; thus, by separating and specializing the structure of the concepts of creating change and modernization in political culture, political development becomes possible. Education is one of the most appropriate ways to achieve economic development in social, cultural and political. Educational institutions should pay attention to this in their plans to protect the human environment. We should not involve politics in the field of culture or other areas, and this is one of the serious weaknesses. We believe that in the Ministry of Education there should be political discussions and understanding of political issues, but playing politics is completely different from political discussions and activities.

Introduction: Humans display different behaviors and beliefs because of what they learn and follow the patterned ways of those they encounter in their daily lives. Many philosophers and social scientists believe that the fundamental difference between man and animal is culture, which is realized in manifestations such as religion, science, mysticism, art, etiquette, ethics and philosophy, in various individual and social fields. Multiculturalism is a concept that has been emphasized in recent years in education, especially the sociology of education and it means that despite the expansion of relations between countries and their movement towards a global and regional military, the issue of ethnicities and nationalities and cultural differences between them is of particular importance. The diversity of cultures is not limited to continents and countries, and in each country you can see different ethnicities and nationalities that, despite cultural differences, continue to live within the national culture. On the other hand, one of the most characteristic cultural features of human beings is language. The ability to communicate through language has affected all aspects of culture, from kinship, politics, religion and life to science and technology; Language also plays a crucial role in our ability to adapt quickly and effectively to new requirements, enabling us to codify and systematize our knowledge. Iran is a multicultural society. Archaeological and historical findings show that different ethnic groups and cultures have always lived in it for thousands of years. With the changes that have taken place in the geographical conditions and boundaries of this land, of course, its cultural and ethnic composition has also changed over time. But the facts still show that there is cultural and ethnic diversity in this land. Presence and life of different ethnicities such as Persians, Turks, Kurds, Baluchis, Turkmens, Arabs and Lors together as well as speaking Persian, Turkish, Kurdish, Lori, Turkmen, Arabic, Baluchi, Taleshi, Tati, Laki, Armenian and the existence of different dialects in some languages is another manifestation of the diversity of ethnicities and cultures in present-day Iran. The policy makers of each society take different approaches to the issue of cultural diversity, depending on the circumstances, which sometimes leads to challenges in different areas. One of the most challenging areas of cultural diversity is the field of education, which becomes more important in Iranian society due to high cultural diversity and on the other hand, the centralized educational system of planning. In our country, every year, a large number of students enter primary school with fluency in their ethnic and mother tongue and with little knowledge of Persian. This means that not all children at the age of six or seven have the same language status and their mastery of Persian is not the same, but from the past until now, our educational system has treated all these children in the same language and considers them all Persian. Teaching and learning takes place through language and all the sciences that the human child wants to learn through language. After entering school, the child begins to learn to read and write in various sciences with language, which is true for Persian-speaking children in our country, but this does not happen for children whose first language and mother tongue is not Persian. Issues related to cultural and linguistic minorities have been the subject of numerous works in recent years. But the question is, to what extent have these researches been able to provide a deep and reliable framework for scientific and macro policies? What have these studies achieved so far? What has been the overall outcome of this research? What has been their theoretical and methodological direction and approach? The present study aimed to provide a clear answer to these questions. Research Methods: The purpose of this study was to outline the research of multilingual education in Iranian schools. In order to achieve this goal, the qualitative meta-analysis method was used. The statistical population of the present study includes all researches carried out by executive bodies, dissertations and researches published in scientific and research journals and scientific conferences in Iran from 1390 to 1398. The following sources have been used to find related researches: 1-Iran Scientific Documentation Center 2-University Jihad Scientific Database 3-National Library of Iran 4-Noor Journals Database 5-Universities affiliated to the Ministry of Science, Research and Technology. At the beginning of the sampling method, snowball sampling was considered; Thus, the sources, information, articles and researches were tracked and out of 44 researches, 35 researches were selected as the research sample. In order to obtain the data required for the research, a checklist with 10 questions was designed and compiled, the completion of which required a careful study of each work and the discovery of the underlying views; Therefore, after careful study of each research and based on the coding and annotations, the components of the checklist in relation to each work were completed. The information obtained from the research was analyzed at both structural and content levels. In order to obtain the data required for the research, a checklist with 10 questions was designed and compiled, the completion of which required a careful study of each work and the discovery of the underlying views; Therefore, after careful study of each research, checklist components were completed in relation to each effect. The information obtained from the research was analyzed at both structural and content levels. Discussion: In the field of structure, from 1390 to 1398, only 35 researches in the form of dissertations, scientific and research articles and conferences have been conducted in Iranian schools, and it is interesting that in the specialized doctoral program, no dissertation on the subject of multilingualism has been found during these years. The time period of the research represents a bell diagram that indicates a slow-fast-slow process. Most multilingual researchers are university professors and faculty members. The field of study is most linguistic researchers. Research Method Most researches are quantitative and rarely qualitative method has been used. In terms of content, there are many shortcomings in research related to multilingual education. Most research focuses on examining and comparing the cognitive effects and intelligence of multilingual students and has not attempted to design curricula for multilingual children. The theoretical foundations of research are based on conservative theory. The results of most studies indicate the difference between monolingual and multilingual children. But no instructions have been provided to take advantage of these differences, and only the differences are enough.

The overall purpose of this study was to identify barriers and challenges in the application of information and communication technology in Iranian schools. The research method was conducted with an approach mixed with exploratory design (in-depth and exploratory interviews with refining). The statistical population of the study consisted of all school principals in Iran (105968 people) who were selected as a sample using random-cluster sampling method based on Cochran's formula. In order to collect data by field method, a researcher-made questionnaire on barriers and challenges of using information and communication technology with 75 questions and 14 components was used. The face and content validity of the tool was approved by experts; And its convergent validity was calculated using the coefficients of mean extraction variance (AVE). Exploratory factor analysis and confirmatory factor analysis were used to analyze the data. Data analysis was performed using SPSS20 and PLS software. In this study, we seek to identify barriers and challenges in the use of information and communication technology in Iranian schools. Therefore, the main question of the present study is: "What are the obstacles and challenges in the use of information and communication technology in Iranian schools? " "And what is the share of each of these obstacles? " Therefore, in the present study, we have tried to identify the obstacles and challenges in the application of information and communication technology in Iranian schools and to determine the share of each of the obstacles and challenges and to answer the following questions. Question one: What are the obstacles and challenges in the application of information and communication technology in Iranian schools? Question two: What is the share of each of the obstacles and challenges in the application of information and communication technology in Iranian schools? the results showed that; Barriers and challenges in the application of information and communication technology with fourteen components (structural barriers, educational barriers, barriers to human resources, barriers to equipment and teaching materials, managerial barriers, barriers to teacher support services, lack of teacher cognitive readiness, lack of teacher training to teach in the new model Teaching, motivational barriers, cultural barriers, economic barriers, social barriers, organizational barriers and individual barriers) that the component of not training teachers to teach in the new teaching model has the highest share and the component of individual barriers has the lowest share. To investigate and answer this research question, a researcher-made questionnaire on barriers and challenges in the use of information and communication technology was used as a data collection tool. This questionnaire has fourteen components (structural barriers, educational barriers, human resource barriers, equipment and teaching materials barriers, managerial barriers, barriers to teacher support services, teacher cognitive unpreparedness, lack of teacher training to teach in the new teaching model, motivational barriers, barriers). Cultural, economic barriers, social barriers, organizational barriers and individual barriers) were compiled with 102 questions. In the descriptive review of the data, due to the low calculated average and non-confirmation of t-test, a single sample of the questionnaire was removed and the final questionnaire of barriers and challenges of ICT application with 75 questions through heuristic factor analysis to discover dimensions and components and their rankings were used. Kaiser-Meyer-Alkin and Bartlett fitness tests were used to determine the adequacy and necessary conditions of the data to perform exploratory factor analysis. KMO statistic is an indicator of the adequacy of variables and a value higher than 0. 7 is suitable for performing factor analysis. The Bartlett test is also one of the methods for determining the appropriateness of data, and for a factor analysis model to be useful and meaningful, its variables need to be correlated. In the interview section, first the key points related to each semi-structured interview were marked in writing by listening to the recorded interviews and studying the notes taken during the interview, then the key and basic points were extracted from each interview. Then, using the classification of key points in the form of professional terms, the necessary labeling was done. Then, the labeled terms of each interviewee were organized in the form of a table and based on the relationship and proportion they had with each other, in the form of components. Twenty experts were first identified for interview and the interview process began. After the ninth person interview, 380 indicators in the variable of barriers and challenges of using information and communication technology were listed and categorized into 14 components. Preliminary studies and coding revealed that each component was mentioned and emphasized by experts at least twice, but the researcher continued the interview process until the tenth person until he was faced with data saturation. For each interviewee who was an expert in the field, a summary table was prepared and all the key points mentioned by that person in that table were summarized and categorized and the results were presented. The results of Table 1 showed that in this study, based on the information obtained through interviews with experts, 14 components of "structural barriers, barriers to education, barriers to human resources, barriers to equipment and teaching materials, management barriers, barriers to teacher support services, lack of Teachers' cognitive readiness, lack of teacher training for teaching in the new teaching model, motivational barriers, cultural barriers, economic barriers, social barriers, organizational barriers and individual barriers were identified and categorized. Finally, the process of combining the interviews was conducted and the results were presented: Each indicator was mentioned and emphasized by the interviewees at least twice and up to six times. In total, after the implementation of the index integration process, 102 indicators in fourteen components were identified and approved, which were converted into a questionnaire of experts and used to confirm their final opinion to obtain the final questionnaire. It was used to analyze the interview data through content analysis. In this project, the steps of analyzing the collected interview data have been done in two stages of open coding and axial coding. Open coding is an analytical process through which concepts are identified and their features and dimensions are discovered from within. In the open coding stage, the researcher identifies the concepts and expands them according to their characteristics and dimensions. At this stage, the researcher, from the heart of the raw data, introduces the basic categories related to the phenomenon under study by segmenting the information, forming categories of information about the phenomenon under study, asking about the data, comparing cases, events, and so on. It deals with other states of phenomena to gain similarities and differences. In the next stage of axial coding, the researcher puts one of the categories at the center of the process under study and exploration (main dimension) and then connects the other categories (components) to it. In this regard, in this study, the main dimensions and related components have been identified. Therefore, in the first stage, the main dimensions and components were presented based on the process of open and pivotal coding of data obtained from in-depth and exploratory interviews. Conceptual codes were presented and the priority of each factor was determined based on the frequency of concepts mentioned in interviews. Concepts were the main unit of analysis for open and pivotal coding. When carefully analyzing the data, the concepts were generated through coding, directly from the participants' interview copies or according to their common uses. Copies of interviews were reviewed regularly to find the main and sub-categories and the importance and priority of these categories. Data were analyzed at sentence and phrase level for each interview and concept codes were extracted from the transcripts of the interviews. Sometimes a sentence was related to more than one concept. By extracting common conceptual codes and by refining and eliminating duplicate items, by using theoretical foundations and applying some conceptual codes, concepts were identified and specified and by refining and reducing these concepts, they were organized in the form of sub-categories (components). The results of this study showed that; Barriers and challenges in the application of information and communication technology with fourteen components include as (structural barriers, educational barriers, barriers to human resources, barriers to equipment and teaching materials, managerial barriers, barriers to teacher support services, lack of teacher cognitive readiness, lack of teacher training to teach in the new model Teaching, motivational barriers, cultural barriers, economic barriers, social barriers, organizational barriers and individual barriers).

Today, human resources are considered as intelligent element. Human resources, with their skills and creativity, play an important role in the global community. One of the best ways to respond to organizational changes and sustainability is organizational agility because the world of competition for organizations is very wide. Agility can be described in terms of management, responding to turbulent and dynamic markets and customer demands. In such a framework, the significant and crucial part of HR, the info, interaction, and yield of which is related with man and his preparation, is vital. In a way that the decision-making process regarding the stages of recruitment, retention, empowerment and promotion, monitoring and evaluation, etc., related to human resources in education is not comparable with other organizations. For the financial development of the country, one might say that the turn of events, development and advancement of HR in education is a powerful methodology. Statement of the problem: Human resources are the most important and main capital of any organization, and the higher the quality of this capital, the more likely it is that the organization will succeed and rise. One of the most important issues in the education system and of course the rest of the organizations is the problems and organizational crises based on the requirements and conditions of each period. Researchers and experts believe that agile organizations think beyond adapting to change and seizing potential opportunities in a turbulent environment and gaining a foothold in their innovations and competencies. Customers think differently. The main question of the research is what model can be designed for human resource agility of the General Directorate of Education in Tehran? Agility: The root of agility comes from agile manufacturing, and this is a concept that has become popular in recent years and has been accepted as a successful strategy by manufacturers who prepare themselves to increase high performance. In such an environment, each organization must be able to simultaneously produce different and short-lived products, redesign, change methods, and respond effectively to changes. Organizational agility: It means the organization's ability to sense, perceive and predict changes in the workplace. Such an organization must be able to recognize environmental changes, to look at them as factors of growth and prosperity. Human resource agility: Human resource management, through efficient and effective planning, can provide the volume and composition of human resources needed for the future or enhance the capabilities of existing forces. Approach and strategy: In terms of purpose, this research is applied, in terms of nature and method, it is descriptive-survey, in terms of research philosophy, it is positivism, in terms of research approach, it’ s deductive. In this study, concepts and theories related to research variables collected through the study of Persian books, articles or English thesis and articles in this field. A questionnaire used to collect information in the field section of the research (data collection) and its validity and reliability tested. Tools and methods: The measurement tool of the questionnaire was based on a 5-item scale that had 6 components and 57 indicators, based on previous studies such as: (2018) Macheridis; Designed by Ravichandran (2018) and Seyedjavadein (2017) Validity of the questionnaire that was developed for each component as a researcher; In terms of content and structure (convergence and divergence) and its reliability was examined and confirmed by Cronbach's alpha. Result: Management and leadership: The findings of the study showed that the current situation of the General Directorate of Education in Tehran in terms of the component of "management and leadership" and its 12 indicators shown to be desirable and correctly. Explanation of the obtained findings: Management and leadership are the main pillars of an organization. The manager's view of the organization's financial and human resources is a tool view that, by order, advances the organization's overall goals. Teamwork and mutual cooperation: Based on the findings, with all the positive features that teamwork has on the process of the organization, in examining the current situation of the General Directorate of Education in Tehran, component and 8 indicators, was unfavorable. Explained: Today's world is a world of working groups, so in the new organizational structure, this idea have replaced the individualistic approach that prevailed in the traditional view. Because it is believed that the implementation of teamwork and mutual cooperation in the organization will enable the identification and discovery of talents hidden in human resources. Technology: Based on the findings, the current situation of the General Directorate of Education in Tehran was shown to be unfavorable in terms of the "technology" component and its 11 indicators. Explained: today’ s information technology has pivotal role. Environmental pressure enters the organization from all sides. So It is necessary to pay attention to information technology in all organization. Knowledge pilot: In terms of the "knowledge-based" component and its 13 indicators, the current situation of the General Directorate of Education in Tehran was unfavorable. Explained: In the education system, where attention to knowledge and knowledge-based is the main pillar of the development of this system, the employment and use of knowledge manpower and the existence of processes to improve knowledge and knowledge organization should be seriously considered and this system. Make optimal use of human resource knowledge and information. Training and empowerment of human resources: In reviewing the current situation of the General Directorate of Education in Tehran in terms of the component of "education and empowerment of human resources" and 6 indicators, the current situation was shown to be optimal. Explained: In an education system that needs up-to-date human resources, human resources are the most important asset of an organization, and training and empowering them is essential for organizations that want to succeed. Organizational culture: Culture is one of the most important and fundamental issues in management and organization. Explained: According to Downport, which in modern organizations, the basic solution is to move from the hard dimensions to the soft dimensions of promoting organizational productivity; Culture as an intra-organizational factor is the soft dimension that should be seriously considered.

A healthy, humane and efficient educational system considers individual differences in abilities and capabilities as normal and tries to flourish the talents of all students. Thus, in an effective education system, educational equality does not mean that all students have the same experiences, but it does mean that individuals have an equal opportunity to develop their talents. The existence of individual differences among students in terms of characteristics such as intelligence, personality, talent, academic achievement, economic and social status and learning power, is one of the most important issues that teachers face in their classrooms. For this reason, some who were really genius stood up and by providing accurate tools and methods, they were able to test their species from different aspects and reveal their differences. Undoubtedly, in all countries of the world, developed or developing, the identification and management of brilliant talents and talented people with different philosophical motives and roots is considered. In some countries, the main motivation is the growth of intellectual powers and the development of special talents. But in others, the source of the effort is the emphasis on equal educational opportunities for all, while at the same time considering the full development of individuals' talents for self-actualization and meeting the needs of society. One of the most important parts of talent development and talent management takes place in gifted schools. In developed countries, scientifically and educationally, at the beginning of a child entering primary school, he is tested for talent and then, in accordance with the identified talent, the person begins to study. A job that has no place in the Iranian educational system, and another weakness is the memory-oriented nature of the educational system, while modern educational systems are intelligence-oriented; Simply put, in advanced schools, people who have a better ability to analyze content grow better. In today's fast-paced, competitive world, what guarantees the superiority of companies and organizations over each other is the availability of talented human resources, especially at management levels. But the challenge that is faced today in organizations across the country is to attract, develop and retain these talents. On the other hand, improving the human resources to increase the productivity of the organization is always considered by every organization. According to management and organization experts, performance appraisal is a good way to improve human resources (Schooley. 2010: 4). Talent management includes the dimensions of attracting, selecting, engaging, developing and retaining employees, which at the center of these dimensions are the competencies and core values of the organization. These factors or dimensions are interconnected through a continuous process, strategy, implementation and evaluation. It is worth noting that talent management in educational institutions, especially in gifted schools, is at the forefront of developing human capital and youth skills. This management is a set of organizational activities for assets, development, motivation and retention of talented personnel to achieve the goals. The future of the organization Therefore, the importance of paying attention to talent management in gifted schools, made the researcher in this research to be able to identify and manage talented people and talented people and attract and retain these talents in the country and implement and implement and Institutionalize student talent management and improve their level to provide appropriate scientific and practical solutions. The necessity of this research is that the benefits of work return to the system of the educational system of the country and also help the students and their teachers and parents. It can also promote the work and development of school staff, including principals, teachers and assistants. Also, by correctly identifying the talents and guiding the students to future job and career fields and making the best use of their talents, it will be possible to draw and achieve the desired job for the students in accordance with their talents and interests. Therefore, the main issue of this research is testing and validating the talent management model in gifted schools, which is based on a case study conducted in Tehran. Undoubtedly, one of the most important motivations of the researcher in dealing with this issue and why this issue became his mental concern, was his lived and personal experience during his academic and professional period. Also, the most important motivations of the researcher in dealing with this issue and the mental concern of the researcher are due to the prevailing atmosphere of schools and society and ignoring the inner motivations and interests and innate talents of students. In this regard, in the country's schools from the very beginning of elementary school students to the category of talent identification and recognition of potential abilities of learners and guide them in the right direction is not in line with their interests and this has caused many of these talents remain unknown and only in festivals. Scientific olympiads and special aptitude tests in the country can identify and guide some of them. It can be said that talent management in educational institutions, especially schools, is in line with the development of human capital and skills. In this study, the quantitative research method was descriptive-correlational. The statistical population of this study includes all teachers and principals of gifted schools in Tehran and the statistical sample was based on the sample needed to perform exploratory or confirmatory factor analysis of 300 people and the sampling method was proportional to the volume of sub-populations (different gifted schools). The research tool was a researcher-made questionnaire that was validated for exploratory and confirmatory factor analysis using SPSS and AMOS software to analyze the data in this study. The results in standard mode showed that talent management in gifted schools has a positive and significant effect on the components; Talent-supporting laws and regulations have a talent management perspective, talent management financial resources, talent-creating atmosphere, soft infrastructure establishment, hard infrastructure establishment, scientific and academic system, quality of teaching and learning and talent management. Also, according to Cronbach's alpha 0. 710 and combined reliability 0. 803 has a good reliability and according to convergent validity 0. 625 has a good validity. The goodness indicators of the fit all indicate the proper fit of the model with the research data.

The purpose of this study was to explain teachers' self-leadership and self-efficacy based on transformational leadership with Mediating role of the learning organization. Today's world is constantly changing and it is necessary for schools to cope with these changes to succeed. One factor that can help the education system, especially schools, is human resources. In the education department of Mashhad, the principals have realized this and have come to believe that in order to achieve success, they need to adapt to the changes in today's world. Also, since the Education Organization's responsible for the serious educational issues of the community; It is necessary for this organization to always be aware of the changes in today's world and to maintain its level of knowledge in order to be able to provide appropriate services to society. Therefore, in the education department of Mashhad city, managers are trying to develop and improve the situation of their human resources and have seen the need for this in terms of proper leadership. Management and leadership has always been considered as one of the basic human factors in the success and failure of organizations, especially educational institutions and schools as a knowledge-based organization and has always been studied and researched in various dimensions. Accordingly, the aim of this study was to investigate the effect of transformational leadership on self-leadership and self-efficacy with the mediating role of the learning organization. The present study is based on scientific research as a quantitative paradigm, based on the purpose of applied research, based on data collection and information of descriptive research (structural equation modeling), to study the theoretical foundations and research background of the library method and to collect the necessary data. In order to test the research hypotheses, the field method with a questionnaire was used, which are: Transformational leadership (Bass & Avolio (2002) which consists of 20 items and 4 components of individual considerations (1-5), mental motivation (6-10), inspirational motivation (15-15) and ideal influence (16-20). Learner (Senge (1990, which consists of 22 items that have five components of individual mastery (questions 1 to 4), team learning (questions 5 to 10), common goal (questions 11 to 14), systemic thinking (questions 15 to 18) Measures mental models (questions 19 to 22) Rahimi (2013) self-direction which consists of 26 items and seven components of personal goal setting (questions 1 to 5), self-motivation (questions 6 to 8), self-punishment (questions 9 to 12) Personal care (questions 13 to 16), markup (questions 17 to 18), implicit job incentives (questions 19 to 23) and visualization of successful performance (questions 24 to 26) Teacher self-efficacy Tschannen, Moran, & Woolfolk (2001) It consists of 24 items and 3 components of inclusive involvement (1-7), teaching methods (16-18) and classroom management (17-24). The validity of the instruments was confirmed by the construct validity and their reliability by Cronbach's alpha and combined reliability. Data analysis was performed using SPSS23 and SMART PLS2 software using correlation and structural equation modeling. The statistical population includes all primary and secondary teachers (first and second) in Mashhad with 18, 750 people and from this number, based on Cochran's formula, a sample of 384 people was selected by stratified random sampling method from among the seven education districts of Mashhad. According to the results, it was found that male teachers were 205 (53. 4%) and female teachers were 179 (46. 4%) of the total sample. Teachers 20-20 years old 88 people (22. 9%), 40-31 years old 150 people (39. 1%), 50-41 years old 112 people (29. 2%) and teachers 51 years old and older 34 people (9. 9 8%) were. There were 46 teachers (12%) with a master's degree, 200 with a bachelor's degree (52. 1%), 100 with a master's degree (26%) and 38 with a doctorate (9. 9%). Teachers with a history of 5 years under 102 (26. 6%), 5-10 years 119 (31%), 11-15 years 71 (18. 5%) and 16 years and over 92 (24%) in The samples were examined. The results of research hypotheses also showed that the learning organization variable is a mediating variable between transformational leadership variables with self-leadership and self-efficacy. Transformational leadership has a positive and direct effect on the learning organization, self-leadership and self-efficacy, as well as the learning organization on self-leadership, but transformational leadership has not been able to affect self-efficacy. The validity of the measurement model was confirmed by cv. com test and the structural model by cv. red test. Also, the quality of the final research model according to the GOF index, which is 0. 305, showed that the model has a strong fit and finally the coefficient of determination R2 For the learning organization, it was 0. 320, self-directed 0. 285 and self-efficacy 0. 033. Finally, according to the results of hypotheses, it can be said that school leaders and principals can apply transformational leadership components and focus on new teacher educational ideas, emphasizing the creation and sharing of knowledge in schools, paying attention to knowledge interactions between teachers and emphasizing Improving teaching principles and new teaching methods will facilitate the conditions required for teachers' self-leadership and self-efficacy. The present study also had some limitations for researchers, such as the measurement tool, which was a questionnaire. This tool has special limitations such as measuring the answers in the form of a multi-point Likert scale and. . . . Also, research data has been collected from teachers in Mashhad. Therefore, caution should be exercised in generalizing the results to other organizations and schools in the country. Causal relationships between variables should also be used with caution because structural equation modeling does not have strong explanations for expressing causal relationships between variables. Finally, according to the research results, to improve the level of self-efficacy and self-leadership of teachers, it is suggested that school principals and education officials pay special attention to the management style and use of transformational leadership components and by removing obstacles, Provide the necessary platforms to institutionalize learning schools and motivate teachers to be as effective as possible. Managers also provide the right environment for participation and cooperation and competition of the year between teachers and other members, to institutionalize the culture of achieving double success through collective decision-making, thus enabling the creation and establishment of a learning organization platform.

Objectives: In a healthy school, teachers are committed to education and learning, they set higher but achievable goals for students, and the learning environment is regular and serious. Therefore, the purpose of this study is to investigate the stability of the relationship between leadership transformation of managers, organizational justice and organizational health in schools in Sabzevar. Method: This research is based on the purpose of applied research; Because the research results can be used for all schools and education systems, especially schools in Sabzevar city, and based on how to obtain the required data is descriptive and correlational in which the relationships of variables are analyzed based on the purpose of the research. In order to collect information, library studies as well as a field study among primary, middle and high school teachers have been used. The statistical population of this study included all school teachers in Sabzevar city who were employed in the 94-95 academic year. This number includes 4892 people. The study sample was determined based on Morgan table of 357 people and the questionnaire was distributed among 365 people in a random stratified manner in the second half of 2016. Of these, 345 questionnaires were returned. Among these, 340 questionnaires were selected and statistically analyzed. After compiling the preliminary design of the questionnaire, an attempt was made to determine the validity and reliability of the questionnaire. In order to measure the reliability, a prototype consisting of 40 pre-test questionnaires was used and then, using the data obtained from the questionnaire, the internal correlation coefficient with Cronbach's alpha was calculated, which for the questions of variables, 0. 92 for transformational leadership, respectively. 0. 94 was obtained for organizational justice and 0. 92 for organizational health. These numbers indicate that the questionnaires are reliable and in other words have the necessary reliability. In order to assess the validity of the questions in this study, content validity and construct validity were considered, which content validity was determined by experts in the field of behavior and educational management in this field and confirmatory factor analysis was used to evaluate the accuracy of measurement models. In addition, one-sample t-test, Kolmogorov-Smirnov test, confirmatory factor analysis, modeling and structural equations were used to analyze the questionnaire data in the inferential statistics section. Results: The demographic characteristics of the statistical sample of the present study showed that among 340 respondents, the equivalent (56. 8) were women and (43. 2) were men. In terms of age, 89. 9% of all employees are between 31 and 50 years old. Also, in terms of work experience, most people have more than 20 years of experience. In addition, according to the findings, 64. 7% of respondents have a bachelor's degree. Also, the findings of Kolmogorov-Smirnov test showed that the participants' answers to all research questions have a normal distribution feature. And the status of research variables in the target community is appropriate. In addition, Pearson correlation analysis was used to analyze the relationships between research variables. The findings showed that transformational leadership with organizational justice is 0. 750, leadership with organizational health is 0. 648, and the correlation coefficient between justice and health is 0. 676 and at the level of 01 / 0 is significant. Therefore, the null hypothesis is rejected at the level of 0. 01 and with 99% probability we can say that there is a significant relationship between leadership and health. And with the increase of transformational leadership and organizational justice, organizational health in Sabzevar school staff will improve and increase. Finally, in order to check the accuracy and correctness of the main hypotheses of the present study, causal relationships based on structural equation modeling were used. Conclusion: Transformational leadership has a positive and significant effect on organizational justice. Therefore, by confirming this hypothesis, it can be concluded that transformational leadership can help shape the justice process and the performance of the organization. Therefore, one of the main tasks of management is to implement fair behaviors and observe organizational justice in the organization. Second, the results of this study show that transformational leadership has a positive and significant effect on organizational health. Therefore, according to this result, it can be said that transformational leadership can play an effective role in the health of the organization and provide conditions for excellence and excellence in schools. Third, the results of this study show that organizational justice has a positive and significant effect on health in the organization. This result indicates that if justice is observed in an organization, healthy performance by principals and teachers is expected. Therefore, it is suggested that school principals consider this important variable and create a justice-oriented atmosphere in the organization; Because such an atmosphere is highly correlated with the organization's effectiveness metrics, schools will be able to perform their serious task well if they are healthy organizations. The results also indicate the mediating role of organizational justice between transformational leadership and organizational health. Therefore, if the organizations, especially the schools of Sabzevar city, want to solve the problems and issues facing their organization and be healthy, they should use transformational leadership effectively in their schools and to advance the schools towards the realization of the goals, Continuation of organizational survival, the need for coordination, cooperation and interaction of leaders at all organizational levels, they must provide the basis for culture, morale, performance standards and procedures to create, grow and develop health in schools and create a better feeling in Between teachers and then make them healthier. Suggestions: It is suggested that managers promote the development of job and organizational productivity in the organization by consciously applying transformational leadership style, strengthening fair behaviors, identifying the causes and factors of employees' lack of motivation, correcting inefficient processes and also paying attention to the growth and development of human resources. To provide their own. And to create better conditions in schools by understanding and praising the good work of teachers by principals and giving appropriate feedback on performance.

This study aims to identify effective mechanisms for managing unqualified teachers. The literature review found that the education system still has teachers working in our country and in other countries. It does not have the minimum standards required for teaching positions. The study applied the qualitative approach by using semi-structured interviews to gather data. Since the data were collected based on the lived experience of the interviewees, the research methodology employed is phenomenological. The research field (participants) consisted of three groups of heads of education departments, primary school directors and academic experts in the professional qualifications of teachers. The criterion for selecting the officials of the education departments and the principals of the primary schools was that they were directly involved in implementing the evaluation of the professional qualifications of the teachers and dealing with the unqualified teachers, and they were responsible for this task. The criterion for selecting academic specialists is those who have specialized and theoretical knowledge and who can look at this issue scientifically. Finally, more comprehensive results were obtained by linking scientific and academic aspects to administrative and practical aspects. Finally, the sample members of 19 people, including nine officials of the Education Department of Markazi Province, five primary school principals of Markazi Province and five university education specialists, were purposefully selected and interviewed. The data was analyzed based on the qualitative nature of the information obtained during the interview, extracted similar concepts, and coded (Klaizi method). This process is referred to as protocol phrases, and phrases directly related to the studied phenomenon have been deleted. Indeed, after reviewing each interview, the sections that could be considered the initial code of research objectives were identified and chosen as the initial concept. Then, the typical initial concepts of the top categories were classified as concepts related to the efficient management of unqualified teachers. Finally, the concepts identified were classified into more comprehensive categories. To ensure the validity of the search, four Lincoln and Guba tests were used. The following has been done: (1) A copy of the interview and a summary of the questions asked. The answers given by the respondents were provided to them to find out their reaction at the reporting stage. (2) The researcher tried to spend more time interviewing university experts in the area. 3) The researchers tried to describe the full details of the research, from sampling to data analysis. 4) To verify their validity, the reports and research notes were reviewed by two researchers, and both yielded relatively similar results. (5) To verify the reliability of the findings, all interviews were documented and implemented with accuracy. The data were reduced with summaries and brief notes, the coding principles extracted the data, and the themes were extracted. To evaluate the reliability of the research, two methods of agreement between the two coders (intra-subject agreement) and new reliability (stability index) were used, both of which are reliable. In the first question of the interview, we attempted to answer the question: what are the current attitudes toward unqualified teachers? The interviews on the second question of the research show seventeen types of attitudes by school principals towards unqualified teachers: transfer of unqualified teachers to other schools, appointment to different roles and positions, and transfer to non-qualified positions. The most common methods used with unqualified teachers were voluntary transfer to another school in the same educational district, voluntary transfer to a non-educational place, transfer to another school, and other common strategies. Deportation, dismissal and expulsion were among the most common procedures. As a result, the inadequacy, comprehensiveness and effectiveness of the existing methods necessitate establishing an efficient management system with a long-term and purposeful view, and radical and precise measures in the field of teachers are unnecessary. In the second question of the interview, including the scientific and practical opinions and suggestions of respondents, we attempted to develop a model for how managers deal with unqualified teachers. As a result, four categories of preventive, corrective, monitoring and punitive actions were identified for dealing with unqualified teachers. Preventive actions include; designing an effective recruitment system based on professional competencies, improving the quality of teacher training courses, designing and implementing mechanisms related to culture building, paying attention to motivational factors and environmental health factors, enriching teachers 'jobs, raising teachers' competencies as concerns, identifying challenges, The issue of the incompetence of teachers in a systematic way is the design and implementation of appropriate mechanisms to encourage and support qualified teachers, select and employ skilled managers, planning. Corrective actions include design and implementation of development and improvement courses by colleagues, design and implementation of teacher empowerment programs by educational specialists, design and implementation of teacher empowerment programs with self-development system, design and implementation of teacher empowerment programs by principals and providing feedback on unqualified teachers to himself, the director and officials of the department. Monitoring actions include continuous monitoring and tracking of teacher performance and progress. Finally, punitive measures involve designing and implementing indirect, punitive approaches. As a result, prevention, correction, supervision and punishment mechanisms need to be developed and implemented to manage unqualified teachers effectively.

Management is one of the most significant human beings' attempts in human social life. Human societies are composed of a set of organizations with various purposes, each of which carries out a task. The society achieves the desired aims when all organizations obtain organizational objectives by performing tasks and plans. The most significant factor for obtaining effective goals is management in all organizations. Studies have been carried out on the subject of lived experience in recent years; however, no studies have been conducted on the lived experience of exceptional school principals. Therefore, the current study tried to formulate the lived experience of the principals of exceptional schools in the country with a qualitative approach in a phenomenological study in order to investigate the experience of the principals of these schools from the management of these schools. Obviously, doing the present study can reveal the point of views of the principals working in this position and allow the authorities of the Exceptional Education Organization to take more helpful steps within the framework of laws in order to promote the management quality of exceptional schools. Therefore, the main objective of this research is to answer the following questions: “ what is the lived experience of school principals from management in these exceptional schools and what are its themes? ” Principals of exceptional school, compared to regular schools, should have very suitable and corrective management because of the intense activities and problems they encounter at school with students and parents, as well as due to the physical problems of students and the control of their abnormal behaviors. Special education presents one of the major challenges facing school leaders in the era of comprehensive school reform. Today, Schools must provide students with disabilities appropriate access to the general curriculum and effective instructional support. research suggests that the principals role is pivotal in the special education process; however, few school leaders are well prepared for this responsibility. Understanding what principals of exceptional school experience in management can shed light on the theoretical model of educational management in exceptional schools that the organization management unit establishes the conceptual plan of educational management, strategic and operational policies and programs by applying this model and relying on it. The present study intends to have a journey to the world of the minds and consciences of exceptional school principals and talk to them about what is the place of management in their point of view? How do they experience management in exceptional schools and how do they remember the feeling of that experience? What is their understanding of the management experience in exceptional schools and how have they lived with this phenomenon? ? This research is the qualitative researches that have been conducted on a phenomenological method of lived experience type. Phenomenology is one of the types of qualitative research methods in management and humanities. Phenomenology is the philosophical study of the structures of experience and consciousness. This method was introduced by Edmund Husserl in the field of philosophy. The fundamental of this philosophy is that there is truth in every experience. The underlying principles of phenomenology have a close relationship with the two concepts of "return to objects" from Husserl's point of view and "understanding" from Max Weber's point of view. Consistent with the issue that the main research question is providing a model of educational management in exceptional schools according to the lived experience of principals; thus, the epistemological basis of the present study is based on the pragmatism paradigm. In the current study, the lived experience of exceptional school principals was applied. Educational management is defined as planning, organizing, guiding, coordinating, monitoring, and evaluating the educational process in general terms. Nevertheless, management is a social process in special terms that needs the creation, maintenance, motivation, control, and unification of human and material forces that are formally and informally formed within a single system and organization to gain educational purposes and objectives. In the present study, the target community is exceptional schools. Therefore, the exceptional school is a unit of education, upbringing and rehabilitation that is equipped according to exceptional students' needs and is established for at least one group of exceptional students in an educational course. Moreover, it is managed by a principal in terms of school configuration. Lived experience is a direct and immediate perception that an individual understands in a certain context or situation. Thus, it is accompanied by a kind of immediate awareness. This domain has four main aspects that are interconnected and form an intertwined holism and included as follows: "living body" or "lived figure", "lived time", "lived space" and "lived human relations". The living body signifies the physical aspect of our life. Since this terrestrial body is a place for our experience of the world. What we see, hear, touch, smell and taste is the product of our sensory organs' understanding of the world in which we live. Consequently, in the current study, lived experience is significantly affected by the strength and inability of its approach. The second component, which is lived time, is based on the mental experience of time. That is different from the time when the clock measures; furthermore, by lived space or place, it is meant the situation where lived experiences are formed there. However, it is different from the geographical meaning of place. Since what makes this aspect is reciprocal impact that a particular place has on an individual's sense of being there. Moreover, the second is the effect of an individual's sense of being there that gives meaning to that place. The lived human relationships that complete the fourth side of this square imply all the relationships and connections that each of us has had with others throughout our lives and shared time and space with them. Therefore, research samples present their perceptions, attitudes, experiences, feelings, and mental abilities in the framework of the lived grounded experience. The realistic data obtained from this process present a model of educational management specific for exceptional schools. The present study aims to provide an educational management model for exceptional schools based on the lived experience of principals. This research is a qualitative phenomenological study. The method of data collection was semi-structured interview and the sampling procedure was saturated snowball sampling. This study examines the lived experience of principals in exceptional schools in Iran. This research is among the qualitative researches that have been done with the phenomenological method of lived experience. The data collection method was semi-structured interviews, each lasting between 30 and 45 minutes. In this study, the non probabability and purposeful sampling in the from of saturated snowball sampling was employed. Hence 8 school principals were interviewd and saturation of data was met. This study examines the narratives of a number of exceptional school principals and their lived experiences during their administration. The research is narrative and belongs to the paradigm of qualitative and interpretive research. The results showed that exceptional school principals with high managerial ability, complete mastery of the distinctive aspects of exceptional students compared to regular school students, developing some traits in themselves as individual necessities and the power to use their experiences during this period. can be considered capable and competent principals for exceptional schools. In this study, from the lived experience of exceptional school principals, interviews were conducted with 8 school principals on the sidelines of the gathering Based on the research findings, the components of educational management in exceptional schools include interaction with colleagues, monitoring of human resources, ability to manage financial issues, ability to interact with relevant organs, understanding the conditions and needs of students, attention to scientific and educational issues of students. Attention to students' mental and physical needs, having certain personality traits such as discipline and commitment as individual needs of exceptional school management, pursuing the issue of inclusiveness and development of integrated schools, counseling and finally supporting exceptional students' families.

Given the role of entrepreneurship in the education system, the need for a model in this area is essential for school students. Entrepreneurship in education and upbringing is a regular and continuous process that on the one hand leads to the identification and effective use of all internal and external resources of the educational system and on the other hand, leads to new opportunities for teaching and learning. Entrepreneurial thinking means knowledge transfer Entrepreneurship in order to create start-ups and generally knowledge-based enterprises needs to be institutionalized in the mental structure of young people for implementation. Professionals and graduates of various academic disciplines usually learn educational orientation and social role-playing while studying in schools; therefore, institutionalizing an educational concept requires time and educational investment in the same period of adolescence and student life. In the current era of change and considering the unemployment rate, entrepreneurship is a useful solution that can increase employment and self-employment and thus lead to economic development of countries. In Iran, the integration of entrepreneurship education in the school curriculum enriches learners' learning experiences and increases the link between school, industry and agriculture, as well as the opportunity to test the content and methods of teaching entrepreneurship because of the novelty of the subject. Numerous research findings confirm entrepreneurship education in schools. According to Kirkley (2017), teachers in entrepreneurship education provide students with many benefits, including a direct reduction in the workload of teaching, increased student participation in teaching and learning, and a significant improvement in their academic performance compared to Reported curriculum objectives. The research questions were as follows: 1. What are the disadvantages of student entrepreneurship education? 2-What are the desirable goals of the entrepreneurship education model in educating students? 3-What is the appropriate content of the entrepreneurship education model in student education? 4-What are the appropriate teaching methods in the entrepreneurship education model in students' education? 5. What are the appropriate evaluation methods in student entrepreneurship education? The present research has been quantitative and qualitative. In the qualitative part, the classical foundation data method is used. In the qualitative stage, semi-structured interview tools and narrative research methods were used to develop data collection tools (semi-structured interviews). . The statistical population of the qualitative section included specialists and experts in the field of entrepreneurship education in Tabriz. Through purposive sampling, 13 people were identified as the sample size in the qualitative section. In the qualitative section, semi-structured interview tools have been used to collect information and narrative research method has been used to develop data collection tools (semi-structured interviews). Chi-square test results were higher than 5% in some genders, work experience, job rank and education. Studies have shown that gender, work experience, job rank and education are effective in declaring the importance of the following and in most categories there is no significant difference between the views of men and women. The final components of the entrepreneurship education model for students include the disadvantages of entrepreneurship education, the goals of entrepreneurship education, the content of entrepreneurship education, entrepreneurship teaching methods, and entrepreneurship evaluation methods. In the field of existing hazards of entrepreneurship education in student education, a total of thirteen categories have been identified, including lack of proper management of human resources and lack of entrepreneurial and creative manpower, insufficient allocation and optimal financial resources, information Insufficient knowledge of families in the field of entrepreneurship education, non-risk-taking of families and students, lack of stability in the labor market, insufficient familiarity of teachers and educators with entrepreneurship topics and training, planning Inadequate and unprofessional in the field of entrepreneurship education, lack of codification of current entrepreneurship education, lack of belief and faith of officials and stakeholders in entrepreneurship education, failure to consider individual differences in entrepreneurship education, lack of correct and scientific skills training Entrepreneurship is due to the low level of age and education, the lack of a comprehensive system of entrepreneurship education, and the lack of necessary rules and executive levers in entrepreneurship education. In the field of categories of creating desirable goals, the model of entrepreneurship education in student education has been identified in a total of thirteen categories, which include considering the interest and talent of students, changing the attitude of families to encourage children for technical education and Vocational and skills, interaction of production centers, industry and private sector with schools for entrepreneurship education, attracting faculty of universities in the entrepreneurial core of the education system, strengthening the self-confidence and self-confidence of students in order to Better entrepreneurship education, localization of entrepreneurship education, providing a suitable space and environment for entrepreneurship education, promoting informal entrepreneurship education, government support for entrepreneurship education and creating the necessary facilities in this field, introducing successful models Other countries in the field of entrepreneurship education, determining the indicators and priorities of entrepreneurship education, familiarizing students with important organizations in the country such as labor, industry and stock exchange, etc., acquainting students with the labor market problems of their city. In the field of categories of creating appropriate content, the entrepreneurship education model in student education has been identified in a total of thirteen categories, which include the adaptation of entrepreneurship education to the needs of society, innovation and creativity in the curriculum and entrepreneurship education, education compliance Entrepreneurship with national and international standards, attractiveness and accessibility of entrepreneurship training, emphasis on improving methods and use of team and group training, respect for privacy and privacy Individuals, students' acquaintance with new and internet businesses, continuous improvement and renewal of educational content, freedom in choosing the field of study, offering entrepreneurship units in Farhangian universities, providing internship courses for students in accordance with the field of study, Creating growth and acceleration centers in schools, giving students freedom of action in the content of learning and independence of action. In the field of teaching methods, entrepreneurship education program in the education of secondary school students, a total of thirteen categories have been identified, including having a library equipped with new business textbooks, student participation in the teaching process. Appreciate students 'creativity and dissenting opinions, provide workshops for students' parents to institutionalize entrepreneurial beliefs, emphasize problem-solving ability in the teaching process, and expose students to real-world business conditions. Work, use of appropriate teaching methods such as simulation methods, group games, workshops, interviews with top and successful entrepreneurs, scientific visits and training camps, use of computer software and educational videos, Use of Startup Topics's self-help training, entrepreneur-centered weekly and annual program, and school smartening and use of tutoring facilities. In the field of categories of appropriate evaluation methods in entrepreneurship education in student education, a total of thirteen categories have been identified, including school self-government in recruitment, employment, reward and decision-making system, informing knowledge. Students from out-of-school job opportunities, student labor market and marketing identification, membership in knowledge-based companies or activities in student-based companies, students' risk-taking in businesses, Practical action of students to invent and innovate, evaluation of students' business plan, creation of entrepreneurship exhibitions in schools, desire to start new businesses, holding skill competitions in schools and high schools, creation of markets Charity in schools, holding weekly business and startup competitions in schools, and ongoing monitoring and evaluation of school activities.

The issue of equity has always been the main discourse and the most vital factor of social institutions. Given education and schools are part of social institutions, the issue of equity is a key point in these environments. Thus, the present study investigated the situation of educational equity in public schools in Tehran. Our research was practical in terms of purpose, and it was exploratory mixed research (qualitative-quantitative) in terms of method. In the first step, researchers tended to extract the dimensions of educational equity. So, 18 experienced teachers (with experience higher than 20 years) as experts (individuals who were more aware of the issue of study) were interviewed by non-probabilistic and purposeful sampling method and also, considering theoretical saturation in the data. For the analyzing interviews, we used the thematic analysis method. For checking the validity of the findings of the qualitative section we used two methods member checking and peer checking. As well, the reliability of the findings of the qualitative section was calculated by the retest method and according to Holst's formula, the reliability coefficientwas0. 9. In the second step (quantitative section), after performing the qualitative step, researchers tried to design a quantitative tool (questionnaire) based on the conceptual model extracting from the qualitative step and then distribute it among high school students in Tehran (tenth, eleventh and twelfth grades). Therefore, the most appropriate method in the quantitative step was the descriptive survey research method; Because the researchers tended to examine the views and opinions of high school students about each of the dimensions of educational equity. Considering the large size of the research population in the quantitative section (320, 000 students), Tehran city was categorized into five clusters (North, South, East, West, and Center). The researchers selected the students from different clusters using Krejcie and Morgan table. A total of 400 students was selected from five clusters. For evaluating the validity of the model obtained from the qualitative section, we used the structure validity by Confirmatory Factor Analysis (CFA) in AMOS software version 24. Also, Cronbach's alpha coefficient was used to measure reliability, which (0. 91) was obtained. Furthermore, to analyses the research questions we used, One-sample t-test, and the dependent t-test in SPSS software version 22. The findings our study showed that, from the teachers' point of view, despite the fact that the condition of physical facilities was better than educational facilities and educational aids in public schools in Tehran, but this did not mean the favorable condition of public schools in terms of physical facilities. Also, from the students' point of view, the current situation of physical facilities and educational aids in public schools in Tehran has been lower than average. So, there was no difference in terms of physical facilities and educational aids between the northern, southern, eastern, western, and central regions of Tehran. Furthermore, the situation of all regions in terms of the two components mentioned is lower than expected. In other words, public schools have not a favorable situation from the different dimensions of learning space management, including; having light and lighting sources, heating, and cooling appliances, yard, bathroom, number of tables and chairs, fit of classroom space, and the number of students. In fact, it can be said as much as teacher education is important, it is expected that educating specialists in the field of educational space management also is considered. Although experts of educational equity and educational administration have mentioned the close relationship between the administration and educational equity, the results of the present study are convincing evidence of the inability of management to implement educational equity. The factors such as; centralized management and lack of logistic thinking in the educational administrators are the most important reasons for the lack of educational equity in the education system. Despite the fact that it was expected from the perspective of the study participants, the favorable situation is above average, But the findings showed that there is a big gap between the current and the favorable situation. The difference between teachers 'and students' views on the unfavorable situation of physical and educational facilities can be due to the nature of their role and position in the education system, the type of view, and the priority of each component from the perspective of the participants and their demographic characteristics. Because physical facilities such as benches and chairs are most important for students, and perhaps from their point of view, these facilities can help to learn better and feel comfortable in the classroom. While teachers, given their educational role in the classroom, have more attention to educational facilities. Considering the approaches of educational equity mentioned in the theoretical foundations and the results obtained from the present study, it is important that schools and educational institutions try to manage the educational facilities, educational aids, and physical also, allocation of costs be based on individual talents and characteristics. In other words, the efforts of educational administrators must be made in the direction of moving towards a realistic approach to educational equity. If this situation happens, we can expect the implementation of educational equity in a favorable way in society. Finally, based on the research findings, some suggestions are presented as follows; Considering the differences between the regions of Tehran in terms of welfare facilities in the field of education, it is recommended that with instill of logistics thinking in the educational administrators, schools in deprived areas of Tehran be paid more attention to the budget, distribution of human, material and physical resources. Run of school-based management policy should be implemented as one of the ways to remove educational inequity. Because each school planning and managing its resources, according to the needs themselves. Educating specialists of educational space management in the education system is necessary to help the public schools for using standard and quality facilities and equipment. Therefore, establishing centers for educating specialists and designers of learning spaces is recommended. It is important that public school administrators try to hold synergistic meetings with charities and other organizations to equip public schools.

Nowadays the role of human resources and attitudes of personnel are very essential in gaining achievements and competitive advantage. In this regard, paying attention to the morale and perceptions of employess plays a vital role. promoting organizational justice perception and job enthusiasm are the challenges for managers to achieve the goals of organization, so the purpose of this research was study the mediating role of performance evaluation in relationships between organizational structure and job autonomy with organizational justice perception and job enthusiasm. This research was an applied research in terms of the aim and it was descriptive correlational research in terms of method. The statistical population of this study consists of all the senior high-school teachers in urmia city in academic year 2018-19 which were about 831 individuals (137 teacher from educational district 1 and 169 teacher from educational district 2). 306 individuals were selected by morgan table and stratified random sampling method. Data collection tools were researcher-made questionnaire for evaluating the performance of teachers(its dimensions included teacher prerequisites, professional responsibility, planning and preparation, organization and classroom management, teacher’ s personal characteristics, education or teaching. and standard questionnaire for organizational structure (Rabins, Ivanowich, 1989, its’ dimensions included centralization, complexity, officialism), justice perception questionnaire (kolcoit, 2001, its dimensions included distribution justice, procedural justice, informational justice, interpersonal justice. ), job enthusiasm questionnaire (salanova, Schaufeli, 2003, its’ dimensions included: power, commitment, absorption. ), teacher autonomy questionnaire (Fridman, 1999, its’ dimensions included: creating school identity, teaching and achievement evaluation, parent participation ). Validity of the questionnaire were confirmed through using experts opinions, confirmatory and exploratory factor analysis. Reliability of the questionnaires were obtained by using Cronbach’ s alpha test. The values of Alpha coefficients for the questionnaires equaled: teacher performance evaluation= 0/86, organizational structure= 0/77, organizational justice perception= 0/81, job enthusiasm= 0/89, teacher autonomy= 0/79 therefore all of the values were approved. Based on skewness and kurtosis obtained from descriptive, statistics distributions of variables were normal. The conceptual model’ s of research proposed had desired fitness. (AGFI=0/92, X2/df=1/78, RMSEA=0/06, CFI=0/97, GFI=0/9). The results of the correlation matrix of the research variables cleared that path analysis can be applied to study and test the conceptual model. SPSS and LISREL were two statistical soft-wares to serve the purpose of data analysis. Findings illustrated that the mediating role of performance evaluation in relationships of organizational structure and job autonomy with organizational justice perception and job enthusiasm were confirmed. (There were significant relationship between job autonomy and teacher performance evaluation (β =0/29)., between organizational structure and teacher performance evaluation(β =0/31, between teacher performance evaluation and job enthusiasm (β =0/26), between teacher performance evaluation and organizational justice perception(β =0/19). There was significant direct relationship between job autonomy and job enthusiasm. (β =0/27). Also, significant direct relationship between organizational structure and organizational justice perception was confirmed (β =0/46). Therefore job autonomy and organizational structure were indirect predictors of job enthusiasm and organizational justice perception, . job autonomy and teacher performance evaluation were predicted a total of 18% of job enthusiasm variance. organizational structure and teacher performance evaluation predicted a total of 31% of organizational justice perception variance. organizational structure and job autonomy explained a total of 20% of teacher performance evaluation variance. To promote job enthusiasm and organizational justice perception, managers should promote job autonomy and reduce centralization and complexity of organizational structure and pay more attention to performance evaluation. Creating enthusiasm and motivation in employees can be done by a proper performance appraisal and reward system. Managers need to pay attention to the self-control and self – monitoring aspects of employees and reduce strict control through rules and regulations. The participatory, supportive and supervisory role of the association of parents and teachers should be strengthened as a non-profit, non-governmental civic organization, and its results should be used to improve the performance of teachers. principals can use teachers participation (self-evaluation) in order to enhance the evaluation quality and creat. organizational justice perception. Also, it is recommended to apply various approaches in teacher performance evaluation including evaluation by principles, colleagues, students and parents. This might be very effective in designing a service compensation system. Decreasing the hierarchical orders and generating informal and effective communications among teachers and principal causes teachers feel more commitment and attachment to school and their instructional tasks and also makes the external boundaries of school more permeable to responsiveness. The relation among school and the community should be prioritized through various actions such as school-home relations. Managers should look for the pros and cons of evaluation and help teachers be the best in their careers, rather than focusing on mistakes, . This way, they exploit evaluation as an incitant and take advantage of its supportive supervision role. Due to students’ differences in the Abilities, needs, interests, intelligence and skills, teachers can benefit from job autonomy as a vital factor in their instructional tasks. Principals can deligate teachers and with through this way promote job satisfaction, professional competence, increase self-confidence and enthusiasm in teachers. Courses for principals on how to evaluate performance leads to a accurate and logical evaluation approaches which will in turn lead to justice perception enhancement in teachers. This research faced limitations such as the large number of data collection tools, non-longitudinal research, use one type of tool(questionnaire) limitations on generalization of results. It is suggested that officials should consider more job autonomy for teachers in setting guidelines. It is also recommended that principals avoid strict regulations in their schools. Teachers performance evaluation and the service compensation system should be applied properly too.

Introduction: School principals play a pivotal role in the success of schools. They have a unique opportunity to influence the implementation of regulations and provide opportunities for the growth and development of teachers, staff, and students. Numerous studies have noted the impact of school principals on the structure, culture, and missions of the school, creating and maintaining a healthy and positive learning environment, the growth and development of teachers' professions, encouraging teachers, ensuring their satisfaction, and Thriving (Cherian & Daniel, 2008; Ross & Cozzens, 2016). Thriving at work is one of the examples of people's growth in work environments. During thriving at work, employees feel empowered and experience a high level of psychological performance (self-fulfillment) (Nielsen et al, 2012). Thriving at work is a mental state in which people experience a sense of excitement and learning together in their work. The learning dimension refers to the knowledge and skills acquired, and the enthusiasm dimension refers to the positive and energetic feeling of being in the work environment (Spretizer et al, 2005). Both Common Sense and research in the field of thriving at work suggest that thriving at work has benefits such as a healthier lifestyle and better judgment about conditions, well-being, physical and mental health for employees and better work performance, innovative work behaviors, organizational citizenship behaviors for their organizations(Carmeli & Spretizer, 2009; Spretizer et al, 2012; Paterson et al, 2014). Researchers believe that factors such as trust and respect, resource development, information distribution, and adequate oversight, safe working conditions, organizational support, leadership style, and behavior leaders affect a thriving at work(Spretizer et al, 2012; Taneva & Arnold, 2015; Abid et al, 2015). Method: The present mixed research has been implemented to identify the roles of school principals in strengthening thriving at work among teachers and evaluating the existent status of Khorramabad schools. For this purpose, descriptive phenomenology was applied as a qualitative research method. In the qualitative section, by using purposeful and snowball sampling, 13 famous, experience, and excellent teachers and principals, who according to parents' and administrators' reports can be regarded as enjoying thriving at work, were selected and interviewed. The data were collected by semi-structured, interview, and general guidance methods and it continued until theoretical saturation. The data analysis using the inductive content analysis method was conducted in three open, axial, and selective levels. Results: 28 indicators and 6 dimensions (stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, education supplies, the opportunity to choose and playing role model) were recognized by using content analysis and coding procedure of interviews. in the quantitative section of this research applied a descriptive correlation and based on the identified indicators and dimensions a valid and reliable questionnaire was developed and completed by325 teachers selected from 2650 teachers in Khorramabad using a stratified random sampling method and Cochran's formula. Exploratory factor analysis was performed to investigate the Factor structure and dimensional status. In exploratory factor analysis, the factor structure of the questionnaire was examined using the “ Principal Component Analysis " method. In the next step, an "Oilman rotation" was performed to determine the most appropriate factors. By exploratory factor analyses is, 28indicators were identified and were classified into 6 dimensions (stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, education supplies, the opportunity to choose, and playing role model (in the next step, To test the dimensions identified in the qualitative section regarding roles of school principals in strengthening thriving at work among teachers, second-order confirmatory factor analysis was used. Results of confirmatory factor analysis revealed that the measurement model of latent variable has a good fit with observed data. To evaluating the existing status of the roles of school principals in strengthening thriving at work among teachers of Khorramabad schools in 6-dimension has been used t-test. Since the level of significance in all 6 dimensions of the roles of school principals in strengthening thriving at work among teachers of Khorramabad schools is less than 0. 05, it can be said with 0. 95 confidence that the roles of school principals in strengthening thriving at work among teachers of Khorramabad schools has been significantly higher than average in 6 dimensions. Discussion and Conclusion: Based on the results, it can be claimed that all 6 dimensions obtained from the duties of school principals(stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, education supplies, the opportunity to choose and playing role model)have an important and effective role in strengthening and developing thriving at work of Khorramabad school teachers so that school principals can increase the morale and motivation of teachers and improve the quality of their performance by improving working conditions, providing the ground for teachers 'participation in decisions, and giving importance and using teachers' opinions in schools. They create knowledge-generating opportunities for teachers in both in-service training courses both courses in higher education centers and universities provide opportunities for professional learning and the growth and development of teachers. Teachers' participation in decision-making also makes teachers feel that they are important people, that their opinions and ideas are important to principals, and that they build mutual trust between them. Teachers' participation in decision-making leads to a greater sense of belonging, unity, and commitment of teachers to the educational organization and provides opportunities to use the expertise and capabilities of teachers, increase teacher productivity, improve the individual and the organization. In addition, principals provide educational facilities, facilities, and equipment in schools causes the use of new teaching methods, increases the depth of learning in the minds of students, growth of creativity and innovation among students, strengthens the spirit of inquiry, participation, and thinking of students, strengthens educational processes (learning and teaching) and ultimately improves the quality of education. They increase teachers' performance and motivation by giving them a reasonable degree of autonomy and independence. People are more likely to experience more excitement and learning when they act on their will. In addition to the above, it can be said that without a doubt, most of the principals' time is spent in direct and indirect contact with teachers. The quality of behavior, speech and managerial duties of school principals has a significant impact on teachers. They are role models for teachers in the scientific, religious, moral, disciplinary, legal, and personality fields. The results show that no matter how much school principals try to stimulating teachers, its creation of opportunities to enhance knowledge, school atmosphere, education supplies, the opportunity to choose and playing role model, teachers also pay more attention to students. And they make the best use of class time and educational facilities for the growth and development of students and experience more thriving in their work.

Increasing quantitative and qualitative development of the structure of the country's educational system, course content, the complexity of organizational issues of schools, professional development of teachers and the expectations of other institutions and organizations and parents and the educational system; It is necessary to pay attention to improving management and educational leadership. In order for schools to be effective, principals must have more professional competencies and competencies than others. School effectiveness requires setting and creating tools and scales to measure leadership effectiveness. Over the past few decades, researchers have used a number of conceptual frameworks to describe the various characteristics of educational leadership. The most well-known conceptual framework that has been used extensively is the PIMRS Scoring Learning Scale (PIMRS). As mentioned, Hallinger and Murphy (1985) present a model of educational leadership using three dimensions: "Defining the mission of the school" defines the role of the principal in working with others to ensure that the school Uses specific, measurable, and time-based goals for students' academic achievement. "Curriculum management" means the principal focuses on coordinating and controlling the school curriculum and education. The "development of a positive school learning atmosphere" is based on the idea that effective schools create academic emphasis through high standards and expectations for students and teachers. Evidence presented in various studies suggests that the Manager Educational Leadership Rating Scale (PIMRS) can play a potentially useful role in empirical research leadership research. The PIMRS tool appears to provide reliable information about educational leadership; When grades are obtained from teachers. The PIMRS framework and tools have been used in many studies. Although a large number of studies have been performed using PIMRS; But the evidence for its reliability and validity is relatively limited in different countries. The purpose of this study was to investigate the psychometric properties of the PIMRS-22. The research method was descriptive correlational. The statistical population of the study was 3064 teachers from 422 schools in Ardebil province. in the academic year 2018-19 with a total of 3064 teachers. A sample of 418 students was selected by using proportional stratified random sampling from 202 schools. The factor structure of this scale was studied in two stages using two methods of exploratory factor analysis and confirmatory factor analysis. In exploratory factor analysis, data were analyzed by principal component analysis with varimax rotation. Performance indicators were good. Three factors with eigenvalues greater than one were found. These three factors can explain 74. 23% of the variance. Confirmatory factor analysis results showed that the three-factor structure of the questionnaire including: school mission definition, Managing Instructional Program and Creating School Learning Climate, had a good fit with the data (X2/DF=1. 66; CFI= 0. 93; RMSEA=0. 07). Analysis of reliability and convergent and discriminant validity of the questionnaire constructs showed that the questions are sufficiently accurate in measuring the questionnaire constructs. Therefore the questionnaire is highly reliable. Overall, the results showed that the questionnaire had good psychometric properties, and all 22 items remained without removing or modifying the scale. In the present study, PIMRS-22 was first translated from English into Persian. Then, in order to confirm the accuracy of the translation process, the translated Persian version was translated into English again and compared with the original form. Finally, the translated version of PIMRS-22 was reviewed by two instructors and two teachers. After preliminary implementation, the necessary changes were made to the ambiguous discourses, which were distributed to school teachers as the final scale was prepared. Therefore, according to the findings of this study, it is inferred that the improvement of the education system in Iran requires the acceptance of a model that can provide appropriate paths and solutions for all variables proposed in this study and all their dimensions, and also during the period. Specify the executive guarantee. In this regard, the implementation of the model "concept of educational leadership" proposed in this study with its comprehensive features can be a good model for the management of education and training in Iran and help achieve their goals. It seems that managers 'leadership style is influenced by factors such as the basis of authority and the type of perception of managers' assumptions, the individual's behavioral reactions, and finally organizational factors. In the Iranian education system, people usually reach out to management and educational leadership through a teacher. For this reason, they probably do not have a proper understanding of management and educational leadership in mind. They look at the work of teaching management and leadership from the perspective of teachers. Although this attitude is good and necessary, it is not enough. The role of educational management and leadership should be played with regard to all elements and effective factors in the educational environment; Therefore, people who are assigned to school management should be equipped with special knowledge, attitudes and skills. School principals should pay serious attention to human relations management in school management and base their management style on participation and cooperation. It is important for schools for students to learn in a participatory and friendly way, and for staff to work collaboratively and share their knowledge and skills. Better learning happens when there is a strong and effective relationship between school and home.

The performance of school principals plays a decisive role in ensuring school effectiveness. School principals are leading schools to deliver better quality services and educational justice, and are committed to promoting school performance. It is important to improve school performance in many Western and European countries. Accordingly, school evaluation is increasingly being considered as a potential lever and is one of the ways to determine the extent to which school goals are being met. Because it is managers who guide and direct the activities of the organization and the individuals through the achievement of the desired goals through coordination and proper use of human and material resources. At present, the management of corporate culture, teamwork and managerial collaboration with others is of great importance. Performance is the result of activities in terms of performing assigned tasks. The most important activities of school principals are including those related to education, student affairs, staffing, finance, resources and equipment, school and community relations. Evaluating school principals' performance can provide a good basis for improving performance as well as controlling complex changing situations, and school principals as school service providers have a special place in promoting school performance, and no educational system can have without competent principals. The present study is an applied research and a descriptive-correlational research. The main reason for choosing the descriptive-correlational approach is to find out the variations of managers' performance variables based on the predictor variables. The statistical population of the study consisted of all the principals of public and non-governmental secondary schools for girls in Tabriz's educational districts with 180 school principals in the academic year 2018-2019. The sampling method used was stratified random sampling in terms of district and type of public and non-public schools. The sample size is 123 persons based on Krejci and Morgan table. Alkazimi (2007) questionnaire was used to measure organizational loyalty on a 5-degree Likert scale. The minimum possible score is 7 and the maximum is 35. Al-Kazimi (2007) assessed the content validity of the questionnaire with a reliability of 0. 81. Nadi and Golparvar (1390) estimated its reliability in one study and its reliability by 0. 87 and 0. 63 in another, respectively. To measure managers' organizational self-esteem, the standard questionnaire of Pierce Gardner and et al (1989) was used in 10 questions that expresses the individual's overall feelings and values or personal acceptance on a scale of 1 to 5. The reliability of this questionnaire was 0. 91 by Pierce et al. And 0. 75 was reported in retest. The reliability of this questionnaire by Sadeghian, Abedi and Baghban (2009), 0. 89 and by Assar et al. (2015), respectively. 0 and reported by Hosseini Kookamari, Mashalahi and Baqaei (2014) 0. 8. Milman et al. (2003) questionnaire of organizational spirituality was designed to measure organizational spirituality with 18 questions and 3 components including: meaningful work (items 1 to 5), feeling of solidarity (items 6 to 11), values alignment. (Items 12 to 18). Abdollahi et al. Have estimated the reliability of this questionnaire in 2014 as 0. 95, cultural, Fatahi and Waqiq (2006) 0. 87, and Goodarzi and Karimi (2012) as 0. 91. Complete Delaware et al (2017) questionnaire and Taheri et al (2018) health questionnaire were used to evaluate school principals' performance. In both studies, content validity and construct validity were evaluated and validated. The scale of the 5-degree performance questionnaire was from 1 to 5. In order to determine the validity of the questionnaires, face validity and Cronbach's alpha coefficient were used to assess the reliability of the questionnaires. Work environment is 0. 92. In this study, structural equation modeling with PLS software was used for data analysis. Based on the results of descriptive statistics, the average performance of the study managers is above average. Managers' organizational self-esteem is above average. Organizational loyalty status of managers is above average. The average spirituality in the workplace is higher than the average of the managers studied. The results show that the performance of school principals based on organizational loyalty, spirituality in the workplace mediated by their organizational self-esteem in girls' secondary schools in Tabriz with predictive coefficient of 0. 76. The relationship between spirituality in the workplace and organizational loyalty with managers 'organizational self-esteem as well as spirituality in the workplace with performance were significant at 95% confidence level, and the relationships of organizational loyalty and organizational self-esteem with managers' performance were insignificant. Also, the indirect relationship between spirituality in the workplace and organizational loyalty with managers' performance mediated by organizational self-esteem is not significant. The standardized coefficient of the path among the variables indicates that the variables of organizational loyalty and organizational self-esteem do not explain the variations of managers' performance variables. This coefficient is in relation to spirituality with performance of 0. 8, in relation to organizational loyalty with performance of 0. 13 and in relation to self-esteem with performance of 0. 06. Also, adjusted coefficient of performance based on spirituality in the workplace, organizational loyalty mediated by organizational self-esteem was 0. 76 and above average. The significance level of the coefficients for the relationship between spirituality in the workplace and organizational loyalty with managers' organizational self-esteem as well as spirituality in the workplace with performance were less than 0. 05 which was significant at 95% confidence level and structural model fit. It also shows that the significance level of coefficients of relationship between organizational loyalty and organizational self-esteem of managers with their performance higher than 0. 05 indicates that these paths are not significant. In explaining this finding, it can be stated that performance is a function of individual and social characteristics of school principals. Accordingly, variables such as principals being held accountable, conforming to values, and paying attention to the fundamental norms and values of their organization and profession. Be it. On the other hand, how subordinates are led and paid attention to the ethical aspects of subordinate affairs in their managed organization are key determinants of performance. Successful managers therefore bring a sense of solidarity, caring, value alignment, and overall spirituality to the workplace, sharing power, leadership in a collaborative and collaborative way, with an interactive attitude between managers and employees to enhance collaboration and use. The capabilities and talents in the organization are emphasized.

Today, the discussion of management as a competitive advantage is the most valuable asset of an organization. Creativity, innovation and high motivation of managers is one of the main foundations of an organization. Therefore, the important task of managing the organization can bring effective achievements for any organization. Managers hire the best staff, then give them the necessary training and prepare them to enter the workplace. They also help to increase employee motivation by monitoring their performance and creating a flexible and dynamic environment. The management team and managers in an organization can have a serious effect on value creation and organizations must take impressive measures related to managers to achieve their goals and implement their strategies. Management is a process that basically covers the key procedures, tasks, and policies of an organization in relation to its fundamental assets, the employees, including hiring, firing, training, performance evaluation, formulating employee preservation policies and strategies. The manager is used to describe the management and development of employees in an organization whose main task is to oversee all matters related to the management of human resources. Among social organizations and institutions, the role of education cannot be ignored due to its effects on human resource training. The education system of any society is one of the largest and most complex social systems and today is the foundation of social, economic, cultural and political development of any society. Education organizations, if they have capable and efficient managers, will be able to have an impressive infrastructure to achieve the goals of education, which will result in the development of efficacious future generation for the country. Developing the managerial skills of school principals with programs that include preparing a professional development model, designing program characteristics, implementation styles, and aspects of leadership that need improvement. As a result, the Education Organization has developed a vision based on the 1404 horizon that can nurture capable and professional managers. Compilation of a 20-year vision document is a valuable step in directing the country's activities to achieve development in various fields of education. One of the most important phrases of the document is paying special attention to Iran's position on the horizon of 1404 in the field of management. In this regard, efforts have been made to equip organizations, especially the education organization with tools and scientific decision-making skills based on future studies, to enable the development of capable managers. In this study, considering the sensitivity and undeniable role of school management in advancing educational goals, an attempt has been made to provide a model for developing the abilities of school principals in Kermanshah according to the perspective of 1404. The method of this research is practical in terms of purpose and quantitative-qualitative in terms of implementation. The research data collection tools in this study were interview in the qualitative part and a questionnaire adapted from the categories obtained in the interview in the quantitative part. The statistical population in the quantitative part included all first grade high school teachers in Kermanshah in 1399-1399 which was 425 and the statistical population of this study in the qualitative part included all first grade high school mangers in Kermanshah in 1399-1399, which in the quantitative section, referring to the Cochran's formula, 202 school teachers were selected as a sample. The sampling method was stratified random. Also, the sample of this study in the qualitative section was 22 managers who were selected based on theoretical saturation sampling method. Quantitative analysis of research data was performed based on SPSS statistical software and statistical method of Freidman test was used. The analysis of research data in the qualitative section was based on 3dmax software, and based on this, the method of qualitative data analysis was used to analyze the data extracted from the interviews. What are the components of principals' managerial abilities on the horizon of 1404? 1-Primary competency components in the managerial abilities of school principals: Spiritual aspects Organizational capability aspects Physical aspects Social and cultural aspects 2-Major competency components in the managerial abilities of school principals: Constant evolution and scientific innovation Flexibility, multipurpose and unique features Development and deepening of culture and scientific thinking Deepen scientific thinking 3-Components of the current situation of managerial abilities of school principals: Analysis of the current situation of managerial abilities of school principals Strategic analysis of the status of managerial abilities of school principals Identify the challenges of school principals' managerial abilities Planning to prepare the professional sublimity of school principals 4-Components of upgrading school principals to new competencies: Acquiring logical and scientific awareness Strengthen scientific awareness Upgrading the level of information technology and knowledge management Balance between work and leisure Creating a continuous learning environment What is the priority of the factors affecting the managerial abilities of principals on the horizon of 1404? In order to investigate the similarity or different of factors affecting the managerial abilities of principals in the horizon of 1404 with a futuristic approach, Friedman test was used. the components of major competency in the managerial abilities of school principals with an average of 4 in the first priority, the components of the current situation of the managerial abilities of school principals with an average of 3 in the second priority, the components of upgrading school principals with new competencies with an average of 1. 63 in the rank third, the components of primary competence in the managerial abilities of school principals are ranked fourth with an average of 1. 37. What is the model of principals' managerial abilities on the horizon of 1404 with a futuristic approach? The futuristic approach is based on the fact that if success is achieved in any of the mentioned stages, including the current situation, initial competencies, major competencies and upgrading with new competencies, one can expect the development of managerial abilities. In general, the results of this study showed that the components of primary competence are the managerial abilities of principals and the components of the current situation of managerial abilities of school principals are the strategic conditions of principals and also the components of major competence are the intervention conditions of managerial abilities. The basic competency components include the development and success of managers in terms of spiritual aspects and empowerment in the organizational field. In other words, in order to develop the managerial abilities of school principals, it is necessary to strengthen the competencies of principals in the primary and major areas according to the proposed educational components. When managers have effective primary competencies, they can achieve major competencies and eventually new competencies as well. In the futuristic approach, a combination of interviewing and reviewing previous sources is examined to obtain a model. If one expect the creation and development of managerial skills in school principals, it is necessary to educate principals based on the components mentioned in Horizon 1404. According to this training process, managerial competencies can be expected to be created in managers, and if these abilities and competencies are strengthened, efficient managers can be trained. Based on the obtained results, practical suggestions can be made, including that the Education Organization should try to develop the managerial skills of managers based on educational programs and for this purpose emphasize on factors such as spiritual aspects, aspects of organizational capability, strengthening the cultural and social perspectives of managers. It is also suggested that in hiring managers, training programs should be applied and considered in terms of strengthening the components of primary and major competence.

The purpose of this article is to address the life and services of "Mohammad Amir Khan Birjandi" as one of the pioneers of Iran education system in the field of modern school management. The research method is biographical, which is kind of historiography. In this way, aspects of a character's life are realistically depicted based on important events and happenings. To be more precise, the present study is a long and detailed type of biography of that describes and to some extent explains the services and activities of Amir Birjandi in the field of education in order to appreciate his efforts. Resources and documents such as official archives, newspapers, interviews, commemorations and photographs are used to collect research data. The sampling method is snowball that the informed people were introduced by other interviewees. "Amir Birjandi", the eldest son of "Amir Ma"asoom Khan Sheibani", was born in 1901 in Birjand. The Sheibani family-known as the Vekalat dynasty-was one of the local rulers of "Great Khorasan", whose political power gradually diminished as Reza Shah's government came to power, and they were eventually removed from the region's political scene. His father was a far-sighted, courageous and revolutionary man who foresaw the emergence of sweeping change in the world and, accordingly, decided to prepare his son for the coming changes. Since he had heard about the "American School" he decided to send Amir to that school. When he was just five years old, Amir went to Tehran with his father and finished his primary and secondary education at that school, which was later renamed to "Alborz School". He did not visit his father and other family members after enrolling in school for 16 years. Then he completed his bachelor's degree in educational sciences in "Alborz College" and in 1924 he taught in "Alborz School" for two years. From 1929 to 1934, Birjandi was the deputy director of "Shahreza High School" in Mashhad, after which he returned to Tehran and started his activities in "Ministry of Culture" where he established a physical education organization and developed a "physical education program for the country's schools. ". He also served as the "Deputy Director of Scouting and Physical Education" in that ministry. In 1940, Birjandi married Parvin Farzad (Birjandi), a graduate of the American School, The result of this marriage was two daughters named Maryam (1940) and Mehrak (1943). After marriage, he and his wife spent several years training and improving the health of villagers of southern Khorasan. After that he returned to Tehran to manage student affairs at the "Ministry of Agriculture". He also took the responsibility of representative of Iran in the "Near East Foundation" and the "US-Iran Joint Commission on Rural Development". At the same time, he implemented a project named "Combating Illiteracy" project" in the villages and established a "Rural Teacher Training Center" in the village of "Mamazen" near "Tehran". In the late 1950s, he went to the "University of Wisconsin" to study in the field of "Rural Development and Agricultural Economics" and got the master and Phd degres from that university. Coming back home in 1954, Dr Birjandi took the responsibility of representative in the "Joint Commission of Iran and the United States for Rural Development" affiliated with the "Point Four Program". In 1955, he was appointed as the Managing Director of "Bongah-e-Omrani" and during the six years of his tenure, he performed many services in order to improve the development of villages and educate villagers. In 1957, he was elected as one of the founding members of the "Hezb-e-Mardoum" which was one of the political party in Iran. When "Parviz Natel Khanlari" was the minister of education system, He took the responsibility of deputy of Minister and carried out innovative activities such as "organizing the physical education program and student sport teams", "promoting extracurricular activities", "forming debate groups" and "linking between teachers and parents". He also successfully implemented other programs such as "Combating Illiteracy", "Literacy Corps"-Sepah-e danesh-, and "Distance Training". When "Hadi Hedayati" was minister, He also was elected as the chairman of the education committee of "National Association of Parents and Educators". Having the responsibility of "Deputy of Educational ministery" for 8 years, and serving of about 5 decades in the field of development and education, Dr. Birjandi retired from the Ministry of Education in 1970. He resumed his activities in the field of education by accepting the responsibility of "Dane shsaraye Ali Sepah e Danesh" from 1972 untill 1979. With his efforts, "Dane shsaraye Ali Sepah e Danesh" was promoted to the "Daneshgah-e-Sepahiyan-e-Enghelab". Undoubtedly, Birjandi's managerial style and personality traits in the administration of the Higher University of the "Daneshgah-e-Sepahiyan-e-Enghelab" along with his role in educating and sending students abroad, has made him an unforgettable character in the minds of that univesity's graduates, who are now great thinkers in the field of education. Dr Birjandi's special character and vast activities can be considered as a pattern for all level of educational managers. Finally, the flame of his life was extinguished in May 1981 due to an accident near Hafez Bridge in Tehran and he was buried in Tehran's Behesht Zahra. Considering his personality traits, Dr "Birjandi" was very calm, cultured, polite and honest person. In 1934, He was also an excellent sport-man and had special interest in mountain climbing, footbal and swimming. During his five decades of service, he always prefered executive roles to researching. Therefore, just limited papers and texts have been issued as follows: Publication of "Shahreza High School Yearbook" in 1934 as the first educational publication in Khorasan. Publication of the report named "The Education Corps Project in Iran: A Work Plan for Rural Development" in 1964. Interview with "Quarterly Journal of Education" in September 1978. "Leading High Schools of Khorasan, "Shaukat Shargh" in 2019.

Organizations today expect their employees to be creative, to comment, and to be responsible because of fierce competition, customer expectations, and a focus on quality that characterizes a changing world. In Samani behavior, preventing the presentation of employees' opinions and views is called organizational silence. Silence does not only mean not speaking, it also means speaking or writing without credibility and authenticity. In addition, silencing can refer to silence, censorship, deterrence and repression, marginalization, underestimation, deprivation, and other forms of mitigation. Employees are actively involved in organizational activities based on organizational citizenship behavior. Organizational Silence Behavior Theory states that employees avoid disclosing their views and opinions based on an informed decision. Organizational citizenship behavior is an individual, voluntary, and extra-task behavior that is not organized directly or indirectly through the formal reward system and is generally effective in increasing the effectiveness of the organization (Zhang et al, 2017). The purpose of this study is to investigate the relationship between organizational silence and organizational citizen behavior of primary teachers in Saqez. This research is applied in terms of purpose and descriptive-survey in terms of research method. The statistical population included all primary school teachers in Saqez city in the academic year 1300-1400 to 950 people, the sample size was estimated to be 247 people through the Cochran's formula for the target population. In this study, to collect data on organizational silence, the standard questionnaire of 15 questions of Morrison and Milliken organizational silence (Zakariapur, 2014) was used, which includes three components: senior managers 'attitudes to silence, supervisors' attitudes to silence and communication opportunities. Which was assessed by the Vacola and Boradas questionnaire. Also, to measure the organizational citizenship behavior of teachers, a standard 27-item questionnaire of organizational citizenship behavior of Markozi Vazin (Fakori, 2014) was used. This questionnaire was presented by the body according to the components of organizational citizenship behavior to measure organizational citizenship behavior in American cultural conditions. These components are: social etiquette, altruism, work conscience, chivalry, decency, personal coordination and protection of organizational resources. To measure each of the dimensions of organizational citizenship behavior, different terms have been used in seven separate categories with a range of four options. From very low to very high. whose reliability based on Cronbach's alpha coefficient of 0. 874 and. 0/ 967, respectively was obtained. Data analysis was performed using SPSS and LISREL. The results show that All t-values of the study were higher than 1. 96, which indicates a favorable relationship between explicit variables and latent variables; In such a way that components such as the attitude of senior managers and supervisors and communication opportunities in organizational silence and other components of organizational citizen behavior are well explain the main variable of the research. This value reports a significant relationship for the attitude of senior managers in the subset of organizational silence variable with a value of 9. 15 to a very high degree. According to Friedman test, among the three variables of organizational silence, the component of communication opportunities in the first priority and the attitude of supervisors and senior managers in the second and third ranks, respectively. and based on the value (-0. 73) there is a significant relationship between organizational silence and organizational citizen behavior and organizational citizen behavior is affected by 73% of organizational silence. The negativity of this value also indicates that with the decrease of organizational silence, the behavior of the organizational citizen increases and with its increase, the behavior of the organizational citizen decreases. The evaluation indicators of the model show that the model related to the variables of organizational citizen behavior and organizational silence has an acceptable fit. CFI indices (adaptive fit index), GFI (good fit index), IFI (incremental fit index), RFI (relative fit index) are all calculated above 0. 90 which has a suitable value and indicates the desired fit and acceptance of the final model Although there is an atmosphere of silence in organizations, or in other words, supervisors reinforce behaviors that lead to employee silence, the attitude of top management to create silent behaviors and communication opportunities in the organization is low, this will cause It was found that employees in the organization are often silent about issues, followed by low attitudes of citizenship behavior. Since one of the indicators of reducing organizational silence is creating a participatory atmosphere and managers' communication with employees, so managers of organizations, especially educational organizations can reduce organizational silence by cultivating a positive environment in their organization and as a result Increase that organizational citizen behavior. According to the theoretical foundations, if employees are not allowed to express their opinions in the workplace, their level of organizational citizen behavior will decline. Therefore, the organization is deprived of creative ideas and thoughts of employees. Following the results of the research, it is suggested that managers and supervisors in the path of educational organizations, encourage their employees to explain their opinions and various issues and arrange the necessary support in order to achieve the desired goals. Also, by holding regular meetings with the employees of the organization, face-to-face conversations and interviews, identify the obstacles and challenges affecting the organizational citizenship behaviors and empowerment, and take appropriate measures in accordance with those obstacles and challenges. In this regard, organizations need organizational citizenship behavior by employees. For this reason, organizational citizenship behavior affects organizational performance by increasing the productivity of the human resources or manager, coordinating activities within and between working groups, and enabling more effective adaptation to environmental changes. In addition, encouraging and welcoming the employees of the organization in order to express creative and effective ideas in achieving the organization's goal is also important. One of the important limitations of the study was the coincidence with the outbreak of coronavirus, which made it difficult to reach the target population for data collection.

As social entities, schools should use their internal ability to adapt to environmental changes if they want to compete and achieve success, and this can lead to the effective fulfillment of their responsibilities. In fact, using response improvement systems is one of the most fundamental activities in organizations (such as schools) to positively align with the changes that can help to achieve the constructive aims of that organization. The response is defined as the amount of adherence of the organization to the ultimate promise to fulfill some of the activities and services. In fact, a response is an aim for every organization and usually contains an external orientation. In a systemic view, response to environmental conditions consists of conceptual, structural, and functional aspects. These aspects are the basis of response ability in any organization and their quality directly affects response. To fulfill their aims and fundamental desirability, organizations should adopt appropriate mechanisms. By choosing a suitable worldview, leaders can adjust the conditions in a way that all parts of the organization coherently respond to interior and exterior needs. Worldviews consist of cognitive and affective hypotheses which are based on a definition of truths and on which people base their lives. Wexler (2006) argues that worldviews can be classified as entrepreneurial, regulatory, communitarian, and network, and believes that worldviews are created based on what we feel about the environment surrounding us. One of the most important effects of effective leadership is its role in the integrity and solidarity of the organization, which can have positive outcomes that can lead to effectiveness and hence response. In other words, should organizations work fast and fully flexible and respond to environmental conditions, they need to have solidarity in their business processes. Solidarity means alliance or agreement between feelings and action, especially among people with similar interests. As a whole, organizational solidarity consists of two aspects: social-emotional solidarity and instrumental solidarity, one of the most important benefits of which is enhancing the ability of the organization to respond to environmental needs. . In a sense, creating solidarity in an organization, lead to share common ideas, values, attitudes and interests. Performance of the members improve continuously and the system try to response environment. Hence, researchers believe that the degree of solidarity determines the degree of success in group activities in various economic, social, cultural and organizational aspects According to what was mentioned above and the responsibility of schools as entities that benefit all aspects of society directly or indirectly, and also considering the important role of the school environment in securing the organizational existence and their effectiveness, we need to identify the environmental requirements and dynamically respond to interior and exterior requirements of this social entity. Therefore, this study aimed to model the instrumental relationships of leadership worldview and the ability to respond to the environment through organizational solidarity. Doing this research will help educational authorities to find out the appropriate way to select and educate managers and choose leaders and managers for schools who have a more efficient worldview according to the model. In this way, these managers can provide the required condition to enhance and improve solidarity and hence, response. This study aimed to model the structural relationships of leadership worldview and Power of Response to Environment with the Mediating Role of Organizational Solidarity. The research method was descriptive-correlational. The study statistical population included all primary and secondary public school teachers of Shiraz which 369 people were selected by random-stratified sampling method and based on Cochran's formula. Research instrument included a short-form of the leadership worldview scale, a short-form of the organizational solidarity scale, and a short-form of the power of response to environment scale which were distributed and collected between research sample after calculating their reliability and validity. To analyze the research data, AMOS software and structural equation model test were used. The research findings showed that the schools power of response to environment is directly predicted by a variety of leadership worldviews entrepreneurial (β =0. 18), networking (β =0. 25) and regulatory (β =0. 19). Also a variety of leadership worldviews entrepreneurial (β =0. 27), communitarian (β =0. 33), networking (β =0. 30) and regulatory (β =0. 30) indirectly predicted the power of schools to respond to environment through organizational solidarity. Therefore, school administrators and leaders can focus on leadership worldviews to improve the power of response to environment and utilize the organizational solidarity to facilitate this process. According to the findings of the result and considering the undeniable effect of managers' leadership worldviews on organizational solidarity and schools' responses, it is suggested that educational managers and planners try to develop and apply the leadership worldviews which align with environmental requirements so that they can enhance the ability of schools to respond to the environment. To achieve this, an appropriate and common conceptual framework should be developed about leadership worldview and its aspects in school leaders. Also, the needed instrumental mechanisms should be provided so that a clear framework is provided to form an effective leadership worldview at schools. To achieve this, a system consisting of conceptual, structural, and functional aspects should be developed about the topic (leadership worldview). In order to develop cultural and then structural and functional aspects to develop and realize leadership worldview, cultural conditions should be provided. Also, by increasing organizational solidarity, school managers and leaders can significantly improve response to the environment. Some strategies can be helpful in this regard. Teachers should participate in the important decisions of schools; the needs of school staff and teachers should be considered when setting organizational goals; teachers should feel that fulfillment of their goals is as important as that of school goals; common interests of members should be emphasized and attempts should be made to fulfill their interests; school strategies should be in accordance with the interactive environment as it can lead to a situation that teachers and school staff can share their ideas and members will be unified to achieve their common goal. These can help to improve the effectiveness of response at schools.

Since 1950 some international organizations decided to establish a unanimous method and standard in defining the aspects of literacy. According to UNESCO “ Literacy” is the ability to identify, understand, interpret, create, communicate and compute, using printed and written (and visual) materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential and to participate fully in the wider society. However Literacy is a multilateral and dynamic concept and is impossible to be limited to this definition or any other interpretation. On the one hand, the school institution is the main platform in realizing the educational goals of each nation. The majority of the experts believe, the school administration plays a fundamental role in both schools’ function in general and teacher-pupil function in particular, that develops the demands, needs and the expectations of the society from the schools’ outcome. In recent decades, the responsibilities of the school principals have transformed and become more expanded, complicated, challenging and undetermined with lack of transparency. A school principal have to be an effective organizer, supervisor, planner, decision maker, financial manager, and the most important of all, educational leader, that is in constant transformation. Thus, one of the strategies of management based on the contingency theory, is to delegate some levels of the authority and the power to the educational administration and leadership. On the other hand, there have been several approaches to the educational leadership defined and discussed. Despite the numerous expressions used in different schools, the structures and characteristics of the educational leadership are the same. Educational leadership, mostly includes certain functions as: supervising the education in class, developing the curriculum and the staff, enabling and empowering the staff and the educators, the proficiency in the school management and preparing a curriculum in the school, all the responsibilities that the leaders take to improve the teaching and learning process in the schools, the concentration of the principal on the teaching and learning process and the interaction between the teachers and the pupils, and etc. These definitions and expressions depict the deep concerns about the role of the principals in the teaching and learning process. However, according to the researchers, educational leadership is one of the aspects of the school principal which aims to an effective teaching and learning in schools. Therefore, several researches have been conducted in order to evaluate the principals both inside the country and abroad. In spite of the researches on the evaluation of the leaders and the principals of the schools, and the emphasis of the fundamental document on the development of education on the role of the educational leadership, there has been no researches conducted specifically on the role of the educational leadership literacy of the school principals that clearly establishes a platform for the evaluation of the principals particularly in this field of study. In other words, it is not determined what knowledge, skills, attitudes and responsibilities meet the requirements of the fundamental document on the development of education in order to transform the role of the school principals from the management to the educational leadership position. Considering the fact that there are deferent perspectives revolving around educational leadership inside the country and abroad, it can be concluded that some cognitive skills as: planning, intelligence, creativity, critical thinking, rationality and etc. are the abilities that an educational leader must retain. The major question that is raised here, is what kind of literacy, a principal is required to have, as an educational leader? Based on this question, this research is done with the aim of establishing a framework of educational leadership literacy of the school principals in the Iranian Education System. Considering that the purpose of this study is to provide a framework of the educational leadership literacy in the school principals of the Iranian Education System, the qualitative research design and The Meta-Synthesis Method is used and includes 6 steps: 1-taking a philosophical stance and establishing the question. 2-Resources research. 3-Qualitative evaluation 4-Analyzing the researches. 5-Combining the findings. 6-Validating the finding. In the first step, and after providing the questionnaire, the members of the meta-synthesis team were determined. The meta-synthesis team members included 2 curriculum planning experts, 1 expert in the field of education and the meta-synthesis method accompanied by an expert in data bases from Mirzaye Shirazi Library with Master’ s degree in the field of Information science and knowledge management. The association of the data bases expert, is due to reliability and validity of the brute-force search and systematic review of the literatures related to the subject and finding the needed resources. In the second and third step, research data from reliable sources, including Latin data banks of Scopus and Springer (2005 to 2019), and Persian data banks of Magiran and Noormags and etc. (1378 to 1398 Solar Hijri Calendar) were determined based on the Inclusion and Exclusion Criteria. By using Systematic Review Method and the following keywords of: literacy, educational leader’ s literacy, framework of the educational leader’ s literacy, were searched with the word of “ qualitative” in the study field of educational science, then the search was limited and the word of “ educational leadership competency” was searched and 600 qualitative and mixed articles were analyzed (only the qualitative part of the mixed researches were analyzed) and categorized in 3 groups: a: related b: somehow related and c: unrelated. Finally, 42 articles were chosen. . In the fourth step, with the data analysis, first, 331 Educational Leadership content-bases were extracted. Then using introduction-writing and classifying method, this 331 content-bases, were classified into 20 organizing components of Information Literacy, Communication Literacy, Leadership Literacy, Ethic Literacy, Personality Literacy, Religious Literacy, Vocational Literacy, Economic Literacy, Digital Literacy, Health Literacy, Social Literacy, International Literacy, Organizational Literacy, Thought Literacy, Cultural Literacy, Academic Literacy, Attitude and Perspective Literacy, Legal Literacy, Research Literacy and Aesthetic Literacy, and formed the framework of The Educational Leaders’ Literacy in the school principal’ s. The designed framework can be used as a standard for choosing or planning a curriculum for in-service training courses of the school principals in the educational system, or be used as a required syllabus of The Educational Leaders’ Literacy in the universities and the higher education institutions.