JOURNAL OF SCHOOL ADMINISTRATION
Year:2020 | Volume:7 | Issue:4|Papers Count:18

the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field. the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field. the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field. the professional training of student teachers at Farhangian University is of great importance; and one of the essential guides in this regard is their school internship experience. The purpose of this study was narrative research with the aim of analyzing and representing different aspects of student experience in school students with an interpretive approach. Episodic interviews were used to collect data. Research potential contributors were people who had completed their undergraduate degrees at Kurdistan University of Culture and had at least one semester of internship experience in schools. Purposeful sampling was done. After interviewing 30 people, the data were inductively classified and analyzed based on thematic analysis using Nvivo10 software. The analysis showed that the internship experience in schools resulted in the development of teaching and classroom skills for students. Narratives have shown that student teachers can develop professional and communication skills by utilizing their school internship experience; these include the communication and collaboration of students, teachers, teachers and administrators in school activities, as well as individual and independent learning and teaching activities during school internships. The experience of internships in schools as a bridge between university and school led to the application of knowledge in the field of practice to students. The findings recommend that, given the importance and impact of school internships for students, teachers should be given more detailed curriculum planning to prepare students for this process by the Ministry of Education and the decision making process. Engage and guide this process by people who are already trained and skilled in the field.

The main purpose of this study was to determine the teachers' knowledge and attitude towards the concepts and commandments of the Fundemental Transformation Document of Education and to formulate an indigenous framework to improve the situation in Kurdistan province. The purpose of this study is an applied one that was conducted using a mixed approach with a discovery plan. The qualitative study was conducted through semi-structured interviews with 100 academic community experts and education professionals with executive backgrounds at various levels of decision making. In the quantitative section, the statistical population included all school principals and teachers. There were 24125 people in Kurdistan, 1000 of whom were selected to respond to researcher-made questionnaires, via the electronic link (https: //survey. porseline. ir/s/NUO2urp)-Windows and Android-and in agreement with In-service education department of The provincial education department was organized in a 6-hour period. In order to collect research data in qualitative section, two tools of semi-structured interview and Fish were used to identify the dimensions and components of the model of teachers' knowledge and attitude towards the concepts and commandments of the Fundemental Transformation Document of Education, and in the quantitative part, two researcher-made questionnaires were usedt "Awareness assessment " and "attitude assessment" based on the criteria extracted from the qualitative section were studied by studying the theoretical foundations of the document and interviewing the education experts on key concepts and document commandments. To analyze the qualitative data, content analysis and to analyze quantitative data methods of descriptive and inferential statistics were used. The results showed that the average level of knowledge of the teachers of Kurdistan province on all concepts and commandments of the Fundamental Transformation Document was low and their knowledge of the concepts was slightly higher than their knowledge of the commandments but the teachers' attitude towards the concepts and commandments was positive. Document verdicts are a positive development and compared to the scores obtained from the Knowledge Assessment Questionnaire, the results in the attitude section indicate the favorable view of the majority of them towards document commandments and concepts. Women's awareness is higher than men awareness and there was a significant positive relationship between education level and level of knowledge. Therefore, considering the causal, contextual, and confounding conditions, a set of operational strategies to enhance the knowledge and attitude of the teachers of the Kurdistan province in relation to the fundamental document of education in the form of six subsystems of documentary transformation and Suggested as a model. The ultimate goal of this study was to present an indigenous model of promoting the knowledge and attitude of teachers in Kurdistan province regarding the Fundamental Transformation Document of education. The causal conditions of this model included human resource management policies, financial policies, social policies, social policies and educational policies. Intervention conditions also include teachers personality traits and proffessional development policies, and contextual conditions include teachers livelihoods, social status of the teachers, continuing education, and in-service cultures. The most influential sub-categories of causal conditions in teachers' attitudes are human and financial management policies that affect their job satisfaction and social status. Since the level of knowledge and attitude of teachers towards the concepts and commandments of the Fundamental Transformation Document have a mutual effect, the factors related to the level of teachers' job satisfaction that have a direct impact on their willingness to learn the fundamental Transformation Document concepts and rulings are: • Fair implementation of the teacher rating system • Improving the livelihoods of the teachers with inflation • Implement the law on the coordination of government employees • Providing the opportunity for further education of the teachers, including the promotion of their degree • Consider the optimal system for receiving performance feedback • Delegate authority to teachers, administrators, and other staff in their field of operations • A survey of the teachers on all the contents of the document and its restoration and updating according to their views. Therefore, in addition to clarity and accurate information on the content of the Fundamental Transformation Document, the use of teachers' collective wisdom and participation in formulating its concepts and principles and in the process of document restoration will further align them with the organizational goals of education. Increasing inter-organizational communication horizontally and vertically, and holding periodic school-level meetings and district administrations, plays a significant role in achieving the goals and revitalizing teachers' commitment. The role of staff training and promotion of their level of education, competence and skills is very important. It should be noted that limitations such as limitations on research resources and subject matter, scattering of education and generalization of results to the whole country are important. Therefore, it is suggested that the primary focus is on the implementation of the six document subsystems in a balanced and independent manner. Second, in future research, advanced statistical models such as factor analysis and path analysis will be used to more accurately identify the influential factors. According to the model presented, in order to increase the proportion of teachers awareness and professional skills with the goals of the fundamental transformation document, it is necessary to summarize the next strategies. • Holding retraining and updating courses tailored to all curriculum changes. • Holding workshops, conferences, in-service and online seminars on the concepts and commandments of the Fundamental Transformation Document for all teachers. • Special attention to comprehensive education of different aspects of Transformation Document in Farhangian University curriculum. • Conducting comprehensive periodic tests of the concepts and commandments of the Transformation Document. • Considering the incentive mechanism for Document awareness and action. • Developing multimedia contents, brochures and educational posters on all sections of the Fundamental Transformation Document and making it available to all teachers. • considering the awareness level of people in which takepart in the Ministry of Education recruitment tests toward the FTD concepts and commandments.

The main purpose of the study was to evaluate the staffing and educational environment of preschool centers. The research method was quantitative and descriptive-survey. Questionnaire and checklist made by researcher were used for data collection. To check the face and content validity of the research tool, a questionnaire and checklist were provided to the professors (guides and consultants) as well as to several instructors and specialists and after completing the corrections and eliminating overlapping items, The sample was run. Its reliability was calculated after Cronbach's alpha for the Human Resources Questionnaire (0. 96) and the Checklist (0. 75). The statistical population of this study consisted of all 193 centers of preschools in Ahwaz city and 180 teachers were selected through stratified random sampling method and 176 centers for preschool centers. The results showed that the competencies of the coaches were at a good level. Demonstrated in educational, artistic, child development and managerial, managerial, child health, social, ethical, behavioral, intellectual, communication and environmental culture competencies but in technology and professional development competencies. Not desirable. The desirability of educational qualifications, professional development in non-government schools was higher than that of government, and the desirability of technological competencies in public schools was better than non-government. Analyzes showed the most desirable space and educational equipment related to "places to store children, adequate light and air, safety equipment, fire extinguishers and aids, class floors, equipped with public health facilities, and Personal hygiene, children s desks and chairs, and wardrobes or shelves for activity supplies and folders, equipped with educational boards, audio, video, religious supplies, picture boards, and educational supplies. Minimum space requirements and training equipment related to standard building space, hall for group games in cold seasons, suitability for design Children, Good quality of space, Learning in non-classroom space, Outdoor activities for sports, Gardening, Animal care, Children play, Use of bright and washable colors in wall painting, Class fit With the number of children, the equipment needed to develop mental and physical skills.

The present study was conducted with the aim of formulating a model of teachers' educational performanc based on organizational citizenship behavior and mediating job engagement. This research is an applied and descriptive correlational research. The population of the study consisted of teachers in Kurdistan province in the academic year 2019-20 which included 11040 people. The sample consisted of 358 teachers who were selected through cluster random sampling. Data were collected using questionnaires of Zarani educational performance, organizational citizenship behavior of Podsakov and job engagement of Schaufeli, et al. SPSS and LISREL were used to analyze the structural equations model. The results of this study showed that organizational citizenship behavior has a direct effect on teachers' educational performance; job engagement has a direct effect on educational performance. organizational citizenship behavior has an indirect effect (through job engagement) on teachers' educational performance. Therefore, organizational citizenship behavior and the mediating role of teachers' job engagement play an effective role in enhancing the quality of their educational performance. hence, attention to the dimensions of organizational citizenship behavior and teachers' job engagement is essential for the quality of their educational performance. The present study was conducted with the aim of formulating a model of teachers' educational performanc based on organizational citizenship behavior and mediating job engagement. This research is an applied and descriptive correlational research. The population of the study consisted of teachers in Kurdistan province in the academic year 2019-20 which included 11040 people. The sample consisted of 358 teachers who were selected through cluster random sampling. Data were collected using questionnaires of Zarani educational performance, organizational citizenship behavior of Podsakov and job engagement of Schaufeli, et al. SPSS and LISREL were used to analyze the structural equations model. The results of this study showed that organizational citizenship behavior has a direct effect on teachers' educational performance; job engagement has a direct effect on educational performance. organizational citizenship behavior has an indirect effect (through job engagement) on teachers' educational performance. Therefore, organizational citizenship behavior and the mediating role of teachers' job engagement play an effective role in enhancing the quality of their educational performance. hence, attention to the dimensions of organizational citizenship behavior and teachers' job engagement is essential for the quality of their educational performance. The present study was conducted with the aim of formulating a model of teachers' educational performanc based on organizational citizenship behavior and mediating job engagement. This research is an applied and descriptive correlational research. The population of the study consisted of teachers in Kurdistan province in the academic year 2019-20 which included 11040 people. The sample consisted of 358 teachers who were selected through cluster random sampling. Data were collected using questionnaires of Zarani educational performance, organizational citizenship behavior of Podsakov and job engagement of Schaufeli, et al. SPSS and LISREL were used to analyze the structural equations model. The results of this study showed that organizational citizenship behavior has a direct effect on teachers' educational performance; job engagement has a direct effect on educational performance. organizational citizenship behavior has an indirect effect (through job engagement) on teachers' educational performance. Therefore, organizational citizenship behavior and the mediating role of teachers' job engagement play an effective role in enhancing the quality of their educational performance. hence, attention to the dimensions of organizational citizenship behavior and teachers' job engagement is essential for the quality of their educational performance. The present study was conducted with the aim of formulating a model of teachers' educational performanc based on organizational citizenship behavior and mediating job engagement. This research is an applied and descriptive correlational research. The population of the study consisted of teachers in Kurdistan province in the academic year 2019-20 which included 11040 people. The sample consisted of 358 teachers who were selected through cluster random sampling. Data were collected using questionnaires of Zarani educational performance, organizational citizenship behavior of Podsakov and job engagement of Schaufeli, et al. SPSS and LISREL were used to analyze the structural equations model. The results of this study showed that organizational citizenship behavior has a direct effect on teachers' educational performance; job engagement has a direct effect on educational performance. organizational citizenship behavior has an indirect effect (through job engagement) on teachers' educational performance. Therefore, organizational citizenship behavior and the mediating role of teachers' job engagement play an effective role in enhancing the quality of their educational performance. hence, attention to the dimensions of organizational citizenship behavior and teachers' job engagement is essential for the quality of their educational performance. The present study was conducted with the aim of formulating a model of teachers' educational performanc based on organizational citizenship behavior and mediating job engagement. This research is an applied and descriptive correlational research. The population of the study consisted of teachers in Kurdistan province in the academic year 2019-20 which included 11040 people. The sample consisted of 358 teachers who were selected through cluster random sampling. Data were collected using questionnaires of Zarani educational performance, organizational citizenship behavior of Podsakov and job engagement of Schaufeli, et al. SPSS and LISREL were used to analyze the structural equations model. The results of this study showed that organizational citizenship behavior has a direct effect on teachers' educational performance; job engagement has a direct effect on educational performance. organizational citizenship behavior has an indirect effect (through job engagement) on teachers' educational performance. Therefore, organizational citizenship behavior and the mediating role of teachers' job engagement play an effective role in enhancing the quality of their educational performance. hence, attention to the dimensions of organizational citizenship behavior and teachers' job engagement is essential for the quality of their educational performance. The present study was conducted with the aim of formulating a model of teachers' educational performanc based on organizational citizenship behavior and mediating job engagement. This research is an applied and descriptive correlational research. The population of the study consisted of teachers in Kurdistan province in the academic year 2019-20 which included 11040 people. The sample consisted of 358 teachers who were selected through cluster random sampling. Data were collected using questionnaires of Zarani educational performance, organizational citizenship behavior of Podsakov and job engagement of Schaufeli, et al. SPSS and LISREL were used to analyze the structural equations model. The

The aim of this study was to investigate the learning climate moderating role on the quality of school life impact on student's self-efficacy. Quality of life (QOL) is the general well-being of individuals and societies, describing negative and positive features of life. The World Health Organization (WHO) defines the quality of life as "The individual’ s perception of their position in life in the context of the culture and value systems in which they live and in relation to their goals. Similar to the other environments and social systems, schools describe as terms of the quality of life which they offer students. The quality of school life (QSL) has been widely investigated and drawn attention to its influence on students' achievement as a critical aspect of schooling. Finally, it can be said that the quality of life in a school combines the positive and negative experiences of emotions associated with different aspects of school life and its consequences. Schools are often described by the quality of their affective and social environments. The QSL refers to students’ personal and experiential general well-being at school which reflect students’ level of satisfaction toward their daily school life. The quality of school life is a multi-faceted concept which goes beyond the transmission of knowledge or the development of learning skills to include structure, teaching, curricula, affective, and social environments. Williams & Batten, (1981) provided three components of QSL: 1) Positive affect which reflects students' general satisfaction with school as a whole; 2) Negative affect which captures students' negative reactions towards school such as feelings of alienation, loneliness, and depression; 3) Satisfaction which consists of curriculum-related and social development factors as two specific dimensions of school. Mok & Flynn, (1997) suggests seven distinct factors to identify QSL as Satisfaction with school; Alienation from school; Relationships with teachers; Students' sense of achievement; Relevance of school; Sense of identity and; Self-esteem and status. One of the most significant motivational factors affecting schooling process is self-efficacy. It is a motivational construct and a key component of social cognitive theory. It refers to individuals’ beliefs in their abilities to perform a task successfully. Self-efficacy is defined as the judgments of people concerning their capacity to perform and organize actions required to attain a predefined performance. It has received ample attention in educational research. It has been shown to predict students' academic achievement across academic areas and levels, college major and career choices (Brown & Lent, 2006), and it is associated with key motivation constructs such as causal attributions, self-concept, optimism, achievement goal orientation, academic help-seeking, anxiety, and value(Usher & Pajares, 2008: 751). Another motivational construct which contributes to the student's successful learning and performance is school climate. Freiberg and Stein (1999) described school climate as the heart and soul of a school. It is about that essence of a school that leads a child, a teacher, an administrator, a staff member to love the school and to looks forward to being there each school day (Freiberg & Stein, 1999: 12). School climate is about that quality of a school that helps each individual feel personal worth, dignity, and importance, while simultaneously helping create a sense of belonging to something beyond ourselves. According to social learning theory and field theory, is the meaningful environment, or the psychological situation, which is the best predictor of a person’ s actions (Rotter, 1954). School climate can not only facilitate the student's learning process but also can be a major obstacle to their learning and achievement. The process of globalization and sophisticated technology development are one of the main challenges of the 21st century. Universities and schools to meet these challenges must be able to educate the new generation with high, flexible and creative capabilities. Therefore their performance should serve beyond conventional scientific functions. Thus, one of the most important tasks for school is to create an environment that ensured the wholesome quality of schooling. Variables such as the quality of school life, school & classroom climate, and student's self-efficacy are among the most important. Methodology: Data collection tools consisted Anderson & Bourke (2000) Quality of School Life questionnaire, Williams & Deci (1996) learning Climate questionnaire, and Sherer et al (1982) Self-Efficacy Scale. Quality of School Life questionnaire: The revised form of the Anderson & Brock (2000) Quality of School Life questionnaire (QSLQ) was translated into Persian by Soltani Shal et al (2012), and was normalized between Iranian students. This scale consists of 39 items and five subscales: Opportunity; Adventure and achievement; General Satisfaction; Negative Affect and Social Integration; that calculates both the overall and subscales scores separately. Self-Efficacy Scale: The Sherer et al (1982) self-efficacy scale has two subscales: general self-efficacy (17 items) and social self-efficacy (6 items); that in this study we use general subscales. For that subscale, a sum is calculated by adding the responses to the individual items. Learning Climate Questionnaire (LCQ): Williams & Deci (1996) and Standage, Duda, & Ntoumanis (2005) develop the original and ultimate version of this scale, respectively. This scale (20 item) was translated into Persian by Abdol-Nejad et al (2004), and measures how well participants perceive their needs for autonomy, competence, and relatedness as being met through program participation. Autonomy refers to the ability to make choices and acting in accordance with one’ s sense of self. Competence refers to feeling a sense of mastery within one’ s environment and experiencing opportunities to display skills. Relatedness refers to a sense of belonging both with other individuals and with one’ s community. Data Analysis: The collected data were analyzed based on descriptive indicators such as frequency, mean and percent, Pearson correlation, confirmatory factor analysis and path analysis. Findings: The findings of the study showed that there are a positive and significant correlation between the quality of school life with self-efficacy, quality of school life with learning climate and self-efficacy with the learning climate at the level (p≤ 0. 01). Also, the findings from path analysis coefficients indicate that were positive and direct effect of quality school life on self-efficacy, the learning climate on self-efficacy and quality of school life. In addition, the quality of school life has an indirect effect on self-efficacy and the learning climate in the relationship between that has a moderating role.

Background: Comprehensive Eco-schools is one of the education policies which has been implemented in line with global experiences and development of environmental protection. Its initial objectives are very acceptable and many activities have also been conducted in this field. The present study tries to examine the performance of the comprehensive Eco-schools. Methods: This quantitative study has used descriptive survey methods. The statistical population of the study included all principals, vice-principals, teachers and relevant experts in Department of Education in Tehran. A random sampling method was also used. A researcher-made questionnaire was used to collect the required data. Findings: The findings of this study showed that comprehensive Eco-schools have performed properly in five factors including education activities, healthy, elegant and standard atmosphere, electric energy consumption, electric energy consumption in cooling and heating facilities and raw materials consumption and recycling; however, they did not have a good performance in water consumption and transportation. Discussion and Conclusion: The results clearly showed that essential and important activities have been conducted in regard to comprehensive Eco-schools, and it can be mentioned that these activities have been almost fruitful; however, full objectives of these schools need serious support from supportive institutions to cover all goals completely.

The ministry of education is one of the biggest, most important and complicated social entities and the quality of the performance of other entities largely depend on its performance. There is no doubt that the ministry of education helps to improve and enrich the cultural, social and economic development in all societies (Hua and Herstein, 2003). However, perfection of humans lies in their proper training and the ministry of education is the means to reach the ultimate human dignity. Hence, education and training have always been the greatest and the most difficult problem humans face with. Each organization has e technical core that is linked to the main mission of the organization. In the ministry of education, teaching-learning is considered the technical core and other activities are considered peripheral with regard to it (Hoy and Myskl, 1395). Therefore, all the countries annually dedicate great human and financial resources to achieve this important issue. However, it can be certainly claimed that from among all the resources, the role of teachers is of huge significance because their performance in teaching-learning process has positive direct effects on the quality of the teaching and students’ academic achievement (Lockheed and Respoor, 1371). Regardless of his/her role in this process, each teacher acts upon a set of values and beliefs. The beliefs might be clear and directly affect the teacher’ s behavior or they might not be clear and affect the teacher’ s behavior unknowingly (Nolan and Hoover, 1388). Either way, teachers as the people who shoulder the important responsibility of teaching are influenced by various factors and their viewpoints and philosephy immensely influence their performance. ( Vakilian, 1387) Teachers’ cynicism is not an exception and can have abundant effects on their performance. Cynicism is the attitude formed of hopelessness, frustration and failure and is related to humiliation, hatred and distrust. This negative attitude has penetrated in many organizations, and it is the cause of many undesirable and negative organizational consequences and one of the problematic issues at workplace (James, 2005) Coal et al. (2006) defined organizational cynicism as a value judgment derived from the job experiences of the individuals (Brown and Cregan, 2008). Anderson defines organizational cynicism as a general and specific attitude that is formed by despair and hopelessness, alienation, negative feeling and distrust to the organization (Andersson, 1996). Organizational cynicism is defined as the negative attitude towards the organization and consists of three dimensions: 1. The belief that the organization is not truthful, 2. Negative feeling to the organization, and 3. The tendency to show humiliating and malicious behaviors to the organization, which are negative according to these beliefs and feelings (Dean et al. 1998). Therefore, organizational cynicism is a multi-dimensional concept the strength and severity of cynical attitude is a function of the strength and severity of each of the dimensions. Furthermore, studies have shown that the three dimensions are mutually connected to the cynical attitude (Levent and Keser, 2016). Organizational cynicism leads to undesirable consequences. In a study on organizational cynicism, Chaburu et al. (2013) showed that cynicism has important and long-term negative effects on the capabilities of individuals and the organization such as lack of commitment and not performing duties (Bellini et al., 2015). In addition, Abraham (2000) found in his study that organizational cynicism has negative effects on job satisfaction and organizational commitment and leads to alienation (with the organization) (Davis, 2002). In total, the series of studies on cynicism consequences in organizations have shown that there is a negative relationship between organizational cynicism and organizational commitment, organizational citizenship behavior, job satisfaction and job performance (Brown and Cregan, 2008). Hence, cynicism is the issue that should be investigated seriously. Numerous studies have been conducted so far throughout the world on cynicism in different organizations. Unfortunately, organizational cynicism among teachers has been neglected and no comprehensive studies have been carried out to identify its components. However, it should be noted that despite the similarity between organizations, academic institutions have unique features that distinguishes them from other organizations and this calls for the necessity of identifying cynicism, in particular. Accordingly, the main purpose of the present study is to identify the components of organizational cynicism among the elementary school teachers in Tehran. It was a qualitative study conducted using phenomenography method. Research data was collected through in-depth ad semi-structured interviews with the interviewees. Research samples were selected purposefully. Considering the research subject, the most important criterion for selecting participants in the first place was having 5 years of teaching experience in elementary schools in Tehran. However, for the enrichment of the data, it was decided to use the participants who apart from the aforementioned criterion have a background of being the school principal, being a member of educational groups in the region and in-service teacher. Accordingly, 6 informants had at least one of the aforementioned features apart from the main criterion. Therefore, the sampling method in this study is purposive with the maximum variation sampling. At the beginning of the interviews, after explaining the research purpose and gaining the interviewee’ s trust, a general question was asked about the things that elementary school teachers had a negative attitude towards and which of the attitudes is derived from their distrust. Afterwards, other questions were put forward: why do the distrusts form? Which feelings are cynical teachers engaged in and which behaviors do they take up? Besides, inquiring questions were also asked when necessary to overcome the ambiguities and understand the phenomenon deeper. At the end of each interview, the interview content was examined carefully and printed on paper for content analysis. Coding method at three levels of open coding, axial coding and selective coding was used to analyze each interview. Data saturation was achieved completely and confidently after interviewing with 14 interviewees. Member control technique was used to ensure the reliability of the data. In addition, to increase the transferability, attempts were made to provide a comprehensive description of the collected data set. According to the findings, the fundamental issues of organizational cynicism in teachers included 1) cynicism towards colleagues, 2) cynicism towards parents, 3) cynicism towards students, 4) cynicism towards educational issues, 5) cynicism towards plans and programs, and 6) cynicism towards professional development.

Now a day's entrepreneurship considered as a one of the development tools. Because existence of entrepreneurial persons creates a success platform. Organizations that wants to do organizational entrepreneurship successfully needs entrepreneurial orientation. Entrepreneurial orientation could be about strategic approach and managers methods in business activities, or adoption and presentation of new plans in one complex. Also, entrepreneurial orientation is a strategic advantage that has been explored in opportunities investigation of one complex, and organized this things in order to used opportunities. Entrepreneurial tendencies known as a best indicators for programmed behavior. On the other hand in today's world success is for community and organizations that create significant relationship between scarce resources, management capabilities and human resource entrepreneurship. For this reasons present study was conducted by the objective to determine relationship between Entrepreneurship personality with tendency to be Entrepreneurship among elementary school managers. Case study in this research are elementary school managers, because entrepreneurship in education is a regular and continuous process, that in one hand leads to identification and effective utilization of all external and internal resources of educational system and in the other hand caused new opportunities for teaching and learning. The role of managers is also important and sensitive in complex in which entrepreneurship is one of the necessary and essential factors because managers could create, promote, and encourage ability and entrepreneurship talent in persons or his behavior or performance could prevent this critical issue. Managers are the most important factors of change and progress in school, therefore manager's personality and behaviors had a great impact on school staff and educational goals achievement. School managers must by improvement of educational environment and creating desirable organizational system in school create appropriate opportunity to increase entrepreneurship spirit for teachers and students, until through this way entrepreneurial spirit and entrepreneurial behavior dominate the entire society, and country move towards development and progress. Research method was descriptive-correlational and its statistical population were all the elementary school managers in Isfahan during 2018-2019, which were 180 individuals. For data collection were used the Entrepreneurial Personality Characteristics Questionnaire (Kordnaichi and et. al) and Lumpkinds Entrepreneurial tendency questionnaire. Questionnaire's content validity were confirmed by supervisor and some subjective writers and formal validity were confirmed by some individuals in statistical population. Also questionnaires reliability by using Cronbach's alpha for the entrepreneurship personality characteristics questionnaire was calculated 0. 857 and for entrepreneurship tendency questionnaire was calculated 0. 802. To investigate the research hypotheses, descriptive and inferential statistics including Pearson's Correlation Coefficient was used for SPSS software. The results of the study showed that entrepreneurial personality characteristics are related to entrepreneurial tendency in primary school administrators (r=0. 885), as well as the relationship between risk-based balance with managers' willingness to entrepreneurship (r=0. 760), internal control center with entrepreneurial inclination (r=0. 877), the need for success with an entrepreneurial tendency (r=0. 908), intellectual fluctuation with an entrepreneurial tendency (r=0. 885), pragmatism with an entrepreneurial tendency (r=0. 685), tolerance of ambiguity with a tendency to Entrepreneurship (r=0. 702) with a desire to entrepreneurship (r=0. 667). The results showed that there were a relationship between entrepreneurial personality characteristic with tendency to entrepreneurial in elementary school managers. And also moderate risk appetite relationship, internal control focus, needs to success, mental health, pragmatism, ambiguity tolerance, dreaming and challenging with tendency to entrepreneurship were positive and significant. In the interpretation and explanation of this subject, it should be noted that tendency to entrepreneurship refer to amount of motivation and potential desire of human resource organization for carry out entrepreneurial activities and amount of their ability and knowledge to have this type of responsibility. It's obvious that every one according to his personal characteristics has the level of ability and necessary knowledge to take this type of responsibility, in a way that according to research results it could said that each Entrepreneurship school manager had unique personal characteristics, but in general significant points exist in personality of all entrepreneurs that caused to improve his tendency to entrepreneurs behaviors. Also, many entrepreneurs hate working for others and therefore work for themselves. They are their own director and they accept the results of their decisions, and this characteristic refer to entrepreneur’ s autonomy and caused mangers tendency to do new jobs (entrepreneurship). Of course it should be considered that, in school management autonomy doesn't have sense and manager should dynamically and creatively interact with all teachers, assistants and other full-time and part-time executive forces. Entrepreneur managers are people who decide on uncertainty situations, for this reasons they should be risk appetite and they must realize that risk appetite and its tendency should help to improve all participated people in school. Elementary school managers choose logical, appropriate, and at the same time challenging risk with fair and acceptable chance, so it's clear that a managers who accept chance more easily had more ability and knowledge to take new responsibilities and entrepreneurship, also each entrepreneurial school managers authentic his work competence. They personally solve problems that happened during construction of new school or revival of an old school that is needed and honesty working for successful performance of whole project in subjective school and therefore they are challenging and they love to do new work, also flexibility of such managers is high in relationships and job decisions. Most of the successful entrepreneurial managers measures positive and negative aspect of one decision and based on the situation change it. They have a good mental analysis ability. Entrepreneurs are not influenced by their personal hardships so that they have entrepreneurship ability and tendency to new plan, finally it should be mentioned that they are logical and realistic in their theory so that they keep themselves away from prejudices, and in activities if they need helps used experts not friends and family. So that such managers avoid emotional look to school problems and issues and could do new works and accept new responsibilities, so that it could claim that there were a positive and significant relationship between entrepreneurial personality characteristic with tendency to entrepreneurship among elementary school managers.

Every discipline is dynamic and alive to its scientific identity, and educational administration has had many successes and failures over a century, like other academic disciplines in its ups and downs. A review of historical events in this field suggests that there has been a great deal of effort in the history of educational administration thought to escape intellectual disarray. However, the uncertainty of the field of educational administration is evident in the fluctuations of theories in this field and its combination with other fields of management, many of which may have been based on positivist assumptions. Accordingly, a dominant view, educational administration, has over a century of experience and rich theoretical and epistemological foundations. To what extent we have this knowledge store and what has been introduced into our country as educational administration science, to what extent has the necessary scientific justification, justification and proportionate to social and cultural contexts been achieved and to what extent has it been effective? And to be expected in the scientific and developmental currents, are challenging questions to consider. The historical overview of educational administration developments can be plotted in a variety of categories. The purpose of this study was to investigate the trend of studies and researches in educational administration. Accordingly, important variables such as the extent and process of scientific production, the identification of authors, collaborative research, co-authoring, journals, universities, important and prominent keywords, in the field of Educational Administration, were measured using the Vosviewer software. the outline of this software, is the scientific communication network. This study examines various studies of Educational Administration over the last 20 years (2000– 2019) indexed in the Scopus database. Following the assumptions of the bibliometric method, the present study was conducted in the first part of social network analysis and in the second part of the type of citation analysis using Vosviewer software. Accordingly, this study is one of the integrated studies. As stated, In order to delineate the scientific web of Educational Administration, the data and information of articles published in the Scopus citation database during the years 2000 to 2019 (the last 20 years) were selected. Searching for the Scopus Database by Keyword educational administration, October 12, 2019. After a preliminary search and review of the articles, records specifically related to educational administration were broken down. After separating out-of-field articles, 1349 records were finally analyzed and analyzed. In other words, the sample size of the study consisted of 1349 articles indexed between 2000 and 2019 on educational administration in the Scopus database. One of the most popular social network analysis software called Vosviewer was used to analyze the data and recognize the relationships and interactions of different variables used in the research. For this purpose, the bibliometric information of 1349 records was extracted after extraction and analyzed by social network analysis on the tables and forms considered as software output. In the second part, the results of this analysis are described in full in the vertical citation analysis method. In this study, first, to investigate the process of educational administration from 2000 to 2019, the researcher sought to examine the temporal trend of research conducted during the last 20 years. In other words, it became clear in this step how many articles have been published in this field over the past 20 years. In the following, the types of documents that put the concept of educational administration into consideration were given separately and the most cited publications in this field were introduced. The most important partner countries in producing articles related to the concept of educational administration were also identified. Finally, it has been delineated and analyzed into the scientific conceptualization of educational administration. The findings of the study showed that according to the place of publication with the highest number of citations and most cited articles, the US ranked first in the world followed by China, Canada and Australia. According to the publication reference, the most cited journals belong to the American Journal of educational administration, the Journal of educational administration, and the Journal of Leadership Education Research, respectively. Among the keywords used in the research, the concept of educational administration mainly applies to the concepts of leadership, training and Administration. The analytical findings also showed that the concept of educational administration has a wide range of related concepts and its breadth and diversity can be contemplated. Such an extension can be attributed to the breadth of topics studied in the field and in some cases due to its lack of focus on its particular specialized concepts. Regarding network analysis, which illustrates the subjective diversity of specialized knowledge of educational administration, it can be said that existing diversity can be an opportunity or threat for the development of any discipline. The opportunity to be considered as a subjective diversity of educational administration knowledge thus encompasses the three levels of macro (educational policy), intermediate (management of educational and non-educational organizations) and micro (school management), indicating the special importance and applicability of educational administration knowledge. On this basis, it can be said that the development of educational administration. knowledge can lead to dramatic changes in all Educational systems as well as society and industry, and this is a reciprocal achievement for the theoretical development of educational administration knowledge. On the other hand, the possible divergence of some scholars from the domain of specialized discipline and the move towards what may not be directly related to Educational Administration knowledge is a threat to the subjective diversity of studies in educational administration. In addition to revealing the growth of this knowledge, the scientific network of educational administration can guide the direction of researchers in this field. A limitation of this study was the limitation of using Vosviewer software for internal databases. It is hoped that the findings of the present study and other related research in educational administration will be a way to overcome this specialized knowledge and help to solve the problems ahead.

The main purpose of the research was to design a model for stakeholder participation in the selection of school administrators in education. This qualitative research was conducted using the GT. Participants in this research are among the directors, specialists and academic elites of the university and Also, the experts of Khorasan education were selected; The data were collected using theoretical sampling method and performed 19 structured interviews, face-to-face and deep interviews. the categories derived from the open coding process are presented and then the components of the axial coding process include the causal conditions, the underlying phenomena, strategies, context, intervention conditions, and outcomes, depending on the categories under the set itself and ultimately link to the selective coding and the evolution of the story of the promotion and appointment of managers in education was drawn. The researcher chose a core topic as "stakeholder participation in the choice of manager" and put it at the center of the process of selecting and appointing education directors it then linked other categories, including causal conditions, strategies, underlying conditions, and interventions, and outcomes. The results of the research showed that the main phenomenon of the study process, "stakeholder participation in the choice of manager", consists of two main concepts, one of which is "the choice of the manager rather than the appointment" and "stakeholder participation in the process of selecting the manager". Most contributors consider this to be the beginning of a change in education.

The purpose of this research was to identify the factors affecting the professional development of school administrators in the horizons of the vision document of 1404. The research approach, qualitative and method of the theory of data have been considered. The statistical population is the experts in the field of educational management. Purposeful sampling was used to determine the samples of this research and to determine the group of experts. Targeted sampling means the targeted selection of research units for acquiring knowledge or information, and includes the selection of units or research samples based on the purpose of the research. In this research, based on theoretical foundations and background of the research, and using a semi-structured interview with 24 specialists and experts in the field of educational management and middle managers and senior managers of the Ministry of Education with a Ph. D. degree and a master's degree in educational management The semi-structured interview was conducted. As a result, the indicators extracted from the analysis of the interviews were confirmed, according to the theoretical adequacy of the data and the researcher's theoretical saturation. By analyzing the content of the interviews in three stages: Open, Focused and Selective Coding, Factors Affecting the Professional Development of School Managers in the Horizon of the Outlook 1404, in eight main categories; Technology, Religious, Cultural, Individual, and Social, Economic, political and organizational. Management in the education system is very important. So, if there is to be an evolution in the education system, this change should start from the management of the system. The role of the director as an educational leader should be such that, with a view to the future, which is one of the strategic needs, the educational institution can help at least one step in advancing its goals. The educational system of Iran needs to change in order to realize the transcendental ideals of the Islamic Revolution and with regard to the changing environment of the future. As the Supreme Leader has said, we need to change in education and education. Therefore, managers who have the right to decide in a futuristic educational system and provide innovative solutions must have the skills needed to carry out their duties and functions (Darwishi et al., 2014). Improving the skills of educational managers improves their potential in solving managerial and educational problems and increases the confidence level of their decisions (Sharma and Jane 2013). In a world where the unbridled pace of scientific and technological developments in various fields has made planning for the future a necessary, yet highly complex, expertise, planners and planners of educational systems are no alternative but to speculate on future developments. And they will not be looking for ways to adapt and adapt to them. On the other hand, the document on the fundamental development of education, based on the vision document and based on Iran's horizons in 1404, has increasingly focused on the future of schools. If we talk about schools at 1404 and future schools, we should determine the status and the location of schools and the way in which they are managed, and in order to achieve this goal, prospective approaches and the 1404 vision document and the educational status of society are examined. (Lotfi et al., 1390). One of the most important upstream documents and guidelines for public sector policies and programs is the vision document. Based on this strategic document, on the horizon of 1404 AH, Iran will be the country with the first position of economic, scientific and technology in the region, with Islamic and revolutionary identity, to be inspirational in the Muslim world and with constructive and effective interaction in international relations. . Government executives must take decisions that are necessary to achieve the goals and status defined in the vision document, and for this purpose it is necessary to have the competencies required to function effectively along these lines (Rahnavard, 2011). Based on this perspective, the school is a manifestation of the achievement of the Tibetan life, the center for the provision of services and educational opportunities, the basis for understanding and correcting the situation by students, and the continuous development and development of their identity based on the Islamic criteria system, within the framework of philosophy And the direction of the public education system of the Islamic Republic of Iran with features such as self-esteem, responsibility, self-esteem, trust, self-confidence, efficiency, entrepreneurship, avoidance of longevity and dependence on the world, empathy, respect, trust, timeliness, Order, Seriousness, Sacrifice, Lawmaking, Criticism and Innovation, Appreciation, Defending the Disadvantaged and Oppressed The values of the Islamic Revolution (The Transitional Document, 2011). Developing and recreating the role of leadership in schools with knowledge, skills, and optimal matching with new situations in the educational system seems necessary. In many countries, increasing attention is paid to the role of school principals in the face of changes in the 21st century (Brakman, 2008). The professional development of school principals is the basis for the development of education, because leadership in schools has a direct impact on learners and plays an essential role in developing student learning quality and leads educational leaders in the face of change The environment is more efficient (Keeney, 2008). All these issues and responsibilities have greatly increased the pressure on school principals. That's why many researchers, policymakers and educational organizations are working to find a solution to this problem. In this regard, today focus is on the professional development of school principals, as a key component of these strategies and educational reforms. Therefore, the researcher intends to identify and present the factors affecting the professional development of school administrators in the 1404 and answer the following questions: 1. What are the factors influencing the professional development of school managers at 1404 horizons? 2. How are the factors influencing the professional development of school managers at 1404 horizons? Therefore, the main objectives of the research include: 1. Identification of factors affecting the professional development of school administrators at 1404 horizons. 2. Prioritizing factors affecting the professional development of school administrators at 1404 horizons.

The current conditions of society and the importance of a knowledge-based society have led schools, students and families to seek a more comprehensive and comprehensive education. Therefore, educational systems have been subject to judgment and accountability more than before. Dynamic learning system needs to be evaluated to deal with any changes and enhancements in quality, and continuous improvement of the quality of education requires the establishment of a sub-system of evaluation and quality assurance, and the use of scientific methods in this regard. In the last few decades, the transformation of this branch of education has been such that, according to King and Alkin (2018), educational evaluation is "investing in people and progress. " One of the programs to evaluate and assure the quality of educational systems is to use the "accreditation system"; Because accreditation is a quality assurance tool that ensures a consistent improvement in the quality and durability of the provided training, it is based on the assumption that in order to achieve quality assurance, it is necessary to continuously and accurately evaluate, measure, review and review Programs and educational institutions. Considering the obvious evidence of poor quality of schools in students' overall guidance and growth, the growing decline in education budget and low level of knowledge and skills of graduates, paying attention to productivity and reducing costs and increasing the quality is essential. As a result, schools need to have a precise and transparent tool for accreditation their effective organizational activities in the education landscape in order to become institutionalized. The researches carried out in the field of accreditation have not provided a comparative model for accrediting theoretical schools, which includes all aspects of the school as a social system so that it can accredit the schools. Given the importance of the issue, the design of the School accreditation Model is inevitable. The purpose of this study was to design an accreditation model for teaching quality assurance in the theoretical secondary schools using a qualitative content analysis method with inductive approach. The participants in the research consisted of four groups of education experts, experts in accreditation, officials in education and training, and documents. In order to select the sample, a targeted sampling method was used. Sampling continued to the extent that the researcher reached a theoretical saturation using a semi-structured interview with 35 sample members. The research tool was a semi-structured interview and document analysis. The content validity of the interview was obtained from the viewpoint of the education specialists and To validate, data was coded, named, categorized and analyzed for coding and validation of the findings was confirmed by interviewers using three methods, Triangulation and peer review. The results show that the accreditation model of the secondary schools has the following seven factors (Organizational structure, physical structure, teacher individual factors (administrative and educational staff), Individual factors are students, political factors, cultural factors and technical core of teaching and learning). The core of teaching and learning in the proposed model has 10 criteria. Other activities are secondary to the mission of teaching and learning, This process shapes the many managerial decisions that must be taken in schools. The technical core of teaching and learning directly influences the other factors of the proposed accreditation model and also influences them. In the model presented in the present study, the existence of an efficient and effective organizational structure including the bureaucratic expectations of demands and formal requirements that the organization determines is emphasized. Individuals are also the main element in all social systems (the school has both a structural dimension and a subsequent individual). Teachers, administrative and educational staff, and students with their own individual needs, goals and beliefs, and create personal orientations and rational understanding of their roles. Two important and influential factors in the accreditation of schools and emphasized in the model presented in this study are cultural factor and political factor. In this model, culture is beyond the formal and individual aspects of organizational life, and deals with common meanings and unwritten rules that guide organizational behaviour. Based on this model, attention should be paid to the symbolic nature of social interactions in schools, and what happens in schools should be interpreted in the context of school culture. Schools are also susceptible to political activity due to their loose structure. Therefore, it is necessary to consider the political factors in designing a accreditation model. as a result, by identifying 60 criteria and 266 indicators in line with the characteristics of the secondary schools for the above seven factors, the suggested model for accrediting secondary schools was introduced. The proposed model illustrates the fact that the secondary schools are a complex and multi-dimensional theoretical concept that if considered with seven factors mentioned, such as an open social system, the more the coordination between the seven factors, the more effective and credible the system Is. School outcomes are a function of teaching and learning interaction, structure, individuals, culture, and policies that are limited by the forces of the environment. This is a new, academic, and a small move in the direction of increasing the productive and productive vision of the credibility of the education system of the country. Therefore, the results can be used both at the micro level and at the macro level. The present study was confronted with limitations that one of them is the extent and focus of education in the country. Although the participants included education experts, managers of various education levels, and experts in accrediting and assuring quality in the national context, the model might have been designed for large, high schools and first-class schools in big cities. As a result, its generalization should be done with caution to other theoretical secondary schools, and especially rural and remote small schools with their own specific constraints. The lack of related studies and researches based on similar methodology in the field of study and difficult access for participants in the research were also the limitations of the researcher and the difficulties of this research.

The purpose of this study is Identification of effective factors on empowerment of schools with emphasis on social care system of students. The research method is descriptive-survey. The statistical population of the study included the entire student academic levels (Elementary, first and second secondary), The parents and staff of the schools were in Sari and Neka. sampling method Multi-stage cluster is used that 386 were selected as the sample population for study. To estimate the number of sample population, the Cochran formula was used and for date collection researcher made questionnaire were used, that Face and Content Validity questionnaire were confirmed using the comments of experts. reliability of questionnaires through The Cronbach's alpha coefficient was calculated in a preliminary study on 40 individuals (0. 94). Data analysis was performed through exploratory factor analysis in SPSS21 software. The results showed that four factors of the processes (16 indicators), infrastructure (12 indicators), internal factors (9 indicators) and external factors (9 indicators) affect the empowerment of schools in the field of social care system of students. The purpose of this study is Identification of effective factors on empowerment of schools with emphasis on social care system of students. The research method is descriptive-survey. The statistical population of the study included the entire student academic levels (Elementary, first and second secondary), The parents and staff of the schools were in Sari and Neka. sampling method Multi-stage cluster is used that 386 were selected as the sample population for study. To estimate the number of sample population, the Cochran formula was used and for date collection researcher made questionnaire were used, that Face and Content Validity questionnaire were confirmed using the comments of experts. reliability of questionnaires through The Cronbach's alpha coefficient was calculated in a preliminary study on 40 individuals (0. 94). Data analysis was performed through exploratory factor analysis in SPSS21 software. The results showed that four factors of the processes (16 indicators), infrastructure (12 indicators), internal factors (9 indicators) and external factors (9 indicators) affect the empowerment of schools in the field of social care system of students. The purpose of this study is Identification of effective factors on empowerment of schools with emphasis on social care system of students. The research method is descriptive-survey. The statistical population of the study included the entire student academic levels (Elementary, first and second secondary), The parents and staff of the schools were in Sari and Neka. sampling method Multi-stage cluster is used that 386 were selected as the sample population for study. To estimate the number of sample population, the Cochran formula was used and for date collection researcher made questionnaire were used, that Face and Content Validity questionnaire were confirmed using the comments of experts. reliability of questionnaires through The Cronbach's alpha coefficient was calculated in a preliminary study on 40 individuals (0. 94). Data analysis was performed through exploratory factor analysis in SPSS21 software. The results showed that four factors of the processes (16 indicators), infrastructure (12 indicators), internal factors (9 indicators) and external factors (9 indicators) affect the empowerment of schools in the field of social care system of students. The purpose of this study is Identification of effective factors on empowerment of schools with emphasis on social care system of students. The research method is descriptive-survey. The statistical population of the study included the entire student academic levels (Elementary, first and second secondary), The parents and staff of the schools were in Sari and Neka. sampling method Multi-stage cluster is used that 386 were selected as the sample population for study. To estimate the number of sample population, the Cochran formula was used and for date collection researcher made questionnaire were used, that Face and Content Validity questionnaire were confirmed using the comments of experts. reliability of questionnaires through The Cronbach's alpha coefficient was calculated in a preliminary study on 40 individuals (0. 94). Data analysis was performed through exploratory factor analysis in SPSS21 software. The results showed that four factors of the processes (16 indicators), infrastructure (12 indicators), internal factors (9 indicators) and external factors (9 indicators) affect the empowerment of schools in the field of social care system of students. The purpose of this study is Identification of effective factors on empowerment of schools with emphasis on social care system of students. The research method is descriptive-survey. The statistical population of the study included the entire student academic levels (Elementary, first and second secondary), The parents and staff of the schools were in Sari and Neka. sampling method Multi-stage cluster is used that 386 were selected as the sample population for study. To estimate the number of sample population, the Cochran formula was used and for date collection researcher made questionnaire were used, that Face and Content Validity questionnaire were confirmed using the comments of experts. reliability of questionnaires through The Cronbach's alpha coefficient was calculated in a preliminary study on 40 individuals (0. 94). Data analysis was performed through exploratory factor analysis in SPSS21 software. The results showed that four factors of the processes (16 indicators), infrastructure (12 indicators), internal factors (9 indicators) and external factors (9 indicators) affect the empowerment of schools in the field of social care system of students. The purpose of this study is Identification of effective factors on empowerment of schools with emphasis on social care system of students. The research method is descriptive-survey. The statistical population of the study included the entire student academic levels (Elementary, first and second secondary), The parents and staff of the schools were in Sari and Neka. sampling method Multi-stage cluster is used that 386 were selected as the sample population for study. To estimate the number of sample population, the Cochran formula was used and for date collection researcher made questionnaire were used, that Face and Content Validity questionnaire were confirmed using the comments of experts. reliability of questionnaires through The Cronbach's alpha coefficient was calculated in a preliminary study on 40 individuals (0. 94). Data analysis was performed through exploratory factor analysis in SPSS21 software. The results showed that four factors of the processes (16 indicators), infrastructure (12 indicators), internal factors (9 indicators) and external factors (9 indicators) affect the empowerment of schools in the field of social care system of students.

In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran. Following, political, cultural and geopolitical backgrounds are identified as the factors of formation of the "Shukatiyeh" School. Finally, inspired by the "Parsons" model, the characteristics of the "Shukatiyeh" are classified into three levels of institutional, managerial, and technical, and lessons are suggested for improvement of school administration performance. In order to extract lessons from the experiences of Iranian historical schools, this article pay attention to study the "Shukatiyeh" School as one of the pioneer schools in the east of the country. The main concern of the study was to answer two questions. The first question is, on what basis can the establishment of the "Shukatiyeh" School be explained? The second question, what can be learned from the characteristics of the "Shukatiyeh" to improve the current schooling system? A historical-analytical approach has used to answer these questions. Therefore, first, "Shukatiyeh" School has located with in the context of the historical developments of the "New Schooling Movement" in Iran.

The humanist view of education stems from education in psychology, the humanities, and social humanism. The preoccupation of this view is human values ​ ​ and respect for these values. Education scholars believe that a proper learning-learning environment is one of the most important foundations of quality and teaching and learning environment depends on the desired physical, mental and social environment in school. Therefore, it seems that by making the necessary reforms in the curriculum and how to manage schools, and changing these intellectual frameworks to teaching and learning-learning approaches, it is possible to take fundamental steps to change the educational system. Among the new approaches to teaching and learning are the approach of calling for education and creating an atmosphere of call in schools. The concept of calling represents a promising path, offering a moral and disciplinary approach to the educational process, and systematic and practical ways to turn schools into "the most calling places in the city. " According to a number of researchers, researchers have studied the creation of an understanding of some abstract principles and everyday facts that seem to be related to each other and affect human success or failure over the past few decades. The call approach is rooted in anthropological psychology and strengthens the school environment and features that deliberately value students, energize them, and encourage students to identify individual and collective capacities and develop rationally, socially, physically, psychologically, and more. It inspires spirituality. Unfortunately, most schools today are not very attractive to students and their parents. And as it should be, there is not enough motivation and enthusiasm to attend school between students and even teachers. Parents of students are more likely to like schools, which, in addition to paying attention to scientific and academic issues, strengthen children's positive self-concept and interpersonal skills. According to this view, schools and classrooms can be called. In this type of school, all members of the school are concerned about each other's well-being and comfort. Everyone is naturally involved in the school of life, and considers themselves part of the school community. Using vocational skills, the calling teacher can encourage students to the teaching-learning process. These skills can range from communicating effectively with students to continuing to practice effective listening, self-disclosure, reasonable discipline, and a good sense of self-acceptance, calling, or invitation. The teacher is only the facilitator and participant who moves with the student but is not the instructor. The teacher is happy with the new comments, in which case he or she is a learner. It uses active teaching methods and engages the learner in the teaching-learning process. It looks at students as capable and trustworthy elements, and believes that if the necessary facilitative conditions are in place, students can bring their abilities to the forefront. One of the main challenges in schools is to provide a calm, intimate, motivating, happy environment with a desirable learning process to prevent drop-outs and dropouts, and to help students perform at their highest level. But high dropout rates and low student motivation have become a worrying issue for education policymakers. In our country, too, the rate of academic decline is higher than global standards, and this has raised concerns. Therefore, the aim of this study was to find out the understanding and experience of school community members (students, teachers, principals, parents and school staff) from inviting teachers or calling teachers and using these ideas to change the physical and mental atmosphere of the school, classroom and humanize The school environment. To create an important and fundamental role in the emergence of a classroom and family life school by creating a sincere atmosphere, participatory spirit and logical and positive expectations. Therefore, in this research, the phenomenological strategy was used with an interpretive and qualitative approach. And by using a purposeful sampling method and conducting a semi-structured interview with 25 members of the school community, differences in their understanding and awareness of the call teacher were identified. The results of the research show five different perspectives on the concept of recall teacher: in descriptive classes the teacher is called as a humanistic teacher, the teacher is called as a facilitator, the teacher is called as a teacher providing a constructive environment, the teacher is called. They were categorized as educators and educators, as well as family educators. However, it should be noted that these descriptive classes are useful for understanding the concept of teacher reading and cannot be distinguished from each other. By analyzing these concepts and discovering the relationships between them, the framework expressed in this research can provide a basis for understanding the concept of call teacher as an important and influential concept in the field of education and the findings of this research can be considered in the educational system., Because the familiarity of the members of the school community with the concept of calling leads to the improvement of the quality and the ability of the schools to respond to this matter. Drawing on the internal and external orientations of the outcome space, this paper provides teachers with ways to work more broadly and consciously to create a fun, family-friendly environment, teaching interpersonal skills, and helping to develop positive self-concept in students and their classrooms. Organize the call

Today, the importance of effective management in the educational system, especially in schools as an operational category and the most important place for the realization of educational goals, is of great importance. In the last two decades, in most advanced countries, managers are considered to be the most important driver of educational programs and the effectiveness of schools. School effectiveness studies show that managers' influence depends not only on managerial qualifications and expertise, but also largely influenced by their leadership capabilities. The scholars of this field believe that today, with the increasing challenges of the emerging and ongoing, schools are slowly moving away from the past few decades, with only day-to-day management practices without effective leadership, and even in some cases impossible Educational leadership not only affects the quality of individual teacher training but many research in this area confirms the direct relationship between educational leadership and student learning and shows that the quality of educational leadership has a significant difference in school and student outcomes. Accordingly, the focus of attention in international centers on educating educational leaders has been focused on important and influential factors in the progress and improvement of the status of schools. Among the wide range of issues related to leadership and leadership, most leadership skills are considered as the main factor in the difference between effective and less effective schoolsBut this issue has been underestimated in the literature of leadership, especially in native literature. Evidence suggests that school principals play less leadership role and rarely have the knowledge and skills they need. Among the school's courses, secondary education is important when it comes to adolescence. In this course, adolescent students become entangled in abstract thinking with issues such as vulnerability, problems and friendship issues and peer pressure, emotional balance and defensive behavior, and may easily engage in unsafe behaviors with long-term negative consequences. Therefore, it seems that the educational system should take the necessary measures to manage these issues and prevent their deepening. Accordingly, the purpose of this study was to identify the leadership skills of high school girls in Tehran. In order to understand the experience of school administrators, a qualitative approach was used with phenomenological approach. The data collection tool was based on a triangulation technique: the fundamental transformation of education, participatory observation, and semi-structured interviews For interview, 15 school principals were selected by snowball method. Data were analyzed by qualitative content analysis method. The research findings were categorized in 21 categories, 26 sub categories and 5 themes: "landscape design skills", "effective communication skills", "parenting skill", "guidance and guidance" and "self-management skills". Considering the definition of the concept of leadership and the results of this research, it shows that the influence of the leader on school students occurs in two ways 1. Indirectly: Impact on students through the mediation of school staff, especially teachers, who are directly involved with students. 2. Directly: Influencing students through direct communication with them. In other words, the school principal may play a leading role in one of these two paths or both. The findings of this research are consistent with the skills gained from the compilation of leadership literature, but it is important to note that in existing literature, the main focus is on the influence of the leader through the mediation of teachers, and in this area issues Like the spirit of teachers, their motivation and the professional development of teachers are discussed. But there is not much talk about the direct relationship between the school leader and the students But the findings of this study emphasize the importance of leadership in the second path and show that the mere attention of the leader to the issues of staff and teachers is not enough to succeed in school performance, but it is necessary to address student leadership issues as an important part of the school's members Also pay attention. School leadership is a successful time to work both in relation to teachers and staff and to work well with students, because if the school leader fails to bring students on the path to the school's vision voluntarily, it would probably be an attempt Teachers in this regard will face serious resistance. Also, some skills are more relevant to each of these two groups, and others have a diminutive role. In this regard, paying attention to the age-specific characteristics of the students (in this study, high school students) is very important. Considering the importance of the training of educational leaders, it is suggested that professional development programs, the development of school administrators and leaders be designed and implemented. But not only in the literature of this field not only this issue has not been addressed, but in terms of the appointment of the directors of the country, there is also no effect on this discussion, and there is essentially no different understanding for school principals in different educational periods. In the Transformation Document, despite the emphasis on choosing managers based on meritocracy, this is somewhat ambiguous as the Transformation Document does not provide any theoretical definitions and operational plan for measuring meritocracy and achieving it. Therefore, based on the findings of this study, it is suggested that workshops be designed and conducted to continuously train managers for skills in simulated situations with real conditions; current school curricula and professional development programs for school principals, with emphasis on leadership skills, based on the characteristics of each curriculum; Schoolchildren's selection policies should also be rewritten with emphasis on selection based on related education and leadership training courses, as well as rehearsals of the content of the management education with emphasis on attendance in the field of action (schools). Given that the document on the fundamental transformation of education (2011) is at the assessment stage, it is suggested that school management and leadership in the proposed goals and objectives of the document should be redefined according to the role of leadership in school management. Also, the term "meritocracy" is defined in terms of effective school management literature and research findings