somaye nematy; Naser Shirbagi
Abstract
IntroductionThis paper aims to to describe and interpret of how researchers and practioners understand the concept of "educational leadership" in their published articles in relevant refereed research journals on educational studies towards identifying major issues and approaches were applied by the ...
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IntroductionThis paper aims to to describe and interpret of how researchers and practioners understand the concept of "educational leadership" in their published articles in relevant refereed research journals on educational studies towards identifying major issues and approaches were applied by the authors to tackle the concept of educational leadership.MethodUsing interpretive-critical approach and a qualitative meta-analysis strategy, researchers were trying to answer research questions. The research scope was all aritcles in the field of educational leadership which have been published in Iranian research journals respectively. According to the agreed criteria, 62 quite relevant papers were selected and analyzed qualitatively.ResultsThe findings on the applied research strategies showed that about 89% of the reviewed articles were conducted quantitatively via the positivist approaches. It was also seen that different leadership patterns such as transformational leadership, distributional, moral security, spirituality, and servant have been taken into account by the studied cases showing that they were in line with current international practices. It seems that some leardership patterns have been influenced by the Islamic culture and values rather than relevant international theoretical issues. Additionally the findings indicated that despite the importance has been given to some modern leadership patterns such as justice-centered leadership, technology-orientation, and instructional leadership by foreign researchers, these patterns have not yey been addressed by Iranian researchers. Further analysis showed that the concept of educational leadership and its content, patterns of writing and research paradigms have been changing increasingly in recent decades resulting in some kind of intellectual flourishing. As a result, despite its limited scope as an international subject heavely rooted in organizational ideas and male single-person writers, it has been transformed to a multifaceted topic in which not only the number of published articles has been sharply increased but also the number and combination of authors in particular female authors and contributers has increase too. Along with these positive changes, it seems that the contribution of young researchers in publishing articles is reduced.DiscussionThe findings emphasize the role of the editors and the monitoring committees for publications in the Ministry of Science, Research and Technology in examining the content of specialized educational management journal and preventing the unplanned extension of topics beyond the boundaries of the field. It also emphasizes the role of supervisors and advisors in universities and education providers to encourage graduate students to focus on leadership issues in schools in order to
Educational Management
Khalil Gholami
Abstract
Introduction The employment of teachers in Iran’s public education system is mainly performed in two main ways: first, the selection of volunteers through the national entrance exam for admission to teacher education universities. The second method is by a call for employment for graduates from ...
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Introduction The employment of teachers in Iran’s public education system is mainly performed in two main ways: first, the selection of volunteers through the national entrance exam for admission to teacher education universities. The second method is by a call for employment for graduates from different universities through an employment test. In both of these cases, selection interviews are conducted after a written exam. Despite the widespread annual use of interviewing to recruit required teachers, so far the response of admitted or failed applicants and the consequences and shortcomings of interviews have not been researched or reported. Therefore, the main objective of this study is to investigate teachers’ experiences of job interviews and to identify their related problems in Iran’s public education system. Method A mixed-method research design was adopted. The potential contributors were teachers who had an experience in job interviews. In the qualitative part, 41 teachers were purposively selected, observing and with maximum diversity, to participate in a semi-structured interview protocol. Results Data analysis based on phenomenography method demonstrated that the participants’ experiences of job interview process in Iran’s education system can be described in five different patterns: Interview as headhunting tool for the selection of qualified applicants. Interview as access to information, by which the perspective of the prospective employer and necessary information are sought by a purposeful conversation. Interview as glass wall which is mostly considered to be an apparent tool that sometimes does not harm the organization, if not conducted. Interview as a screening tool for removing some of the applicants from the final recruitment stage. And finally interview as the beginning of teacher applicants’ socialization process which is used for simplification of teacher applicants’ compatibility with the education system. In the quantitative part, 400 teachers were selected by stratified random sampling in order to fill the 38 items questionnaire. Results of demonstrated that the problems of job interviews could be categorized into five major domains including, 1) problems related to interviewees 2) perceptual errors 3) psychometric indexes 4) procedural problems and 5) an authoritarian approach in the interview process. From the of applicants’ viewpoints, problems related to interviewees and perceptual errors were the most significant issues of education job interviews. Discussion The finding leads us to the point that interview is part of the employment process, in which human interaction reaches its climax, and is highly susceptible to biases. The categories can be related to the theories proposed in the research literature. For example, the concept of interview as socialization was justified by the theory of organizational attraction. It seems that the use of the interview approach as socialization is likely to ensure the similarity of the recruited peoples’ values to the value of educational policymakers. Some participants had experienced the interview as a recursive approach. The important thing is to deal with those who have not been accepted. These people should not be ignored; proper treatment with them is important in shaping the public image of the organization. The findings indicated that some contributors had experienced interviews as a means of accessing information about the organization they were seeking to hire. Hence, understanding interviews requires a mix of interviewing interviewees and recruitment candidates. A detailed description of the experiences of recruitment interviews by contributors can enhance our understanding of the processes involved in organizational and organizational engagement, as well as raising our awareness of potential discrimination and biases. This study is a good starting point for gaining a better understanding of the recruitment process in education. Therefore, it is suggested that educational policy makers provide specific training programs for interviewers before conducting recruitment interviews.
Educational Management
n shirbagi
Abstract
This paper aims to study parents’ and teachers’ perception of the parent participation phenomenon in education. A mixed-methods sequential explanatory design was applied. Participants included 200 teachers and 210 parents who were selected viamulti-stage cluster sampling from different socio-economic ...
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This paper aims to study parents’ and teachers’ perception of the parent participation phenomenon in education. A mixed-methods sequential explanatory design was applied. Participants included 200 teachers and 210 parents who were selected viamulti-stage cluster sampling from different socio-economic regions of Kermanshah City. In order to collect data, initially some semi-structured interviews were held. Subsequently, based on highlighted components from interviews, a questionnaire was designed for gathering quantitative data. The validity and reliability measures of the questionnaire were confirmed via exploratory factor analysis and Cronbach’s Alpha. Factors representing quality and mechanisms of participation, types of interaction and psychological and social impacts of participation were derived from the interviews. The findings revealed that almost all of the parents had not been purposefully involved in the educational performance of their children and there was no evidence of parental cooperation as a group was surfaced. The findings indicated that although the parents to a large extent were aware of the importance of their involvement in their children’s education in practice they failed to engage in this activity for several reasons. The parents stated that they were rarely in touch with teachers and were not fully aware of their children’s learning difficulties. In addition the extent of parents’ voluntary participation in the education process of their children was not satisfactory and they rarely helped and guided their children with their homework. Furthermore, despite teachers, parents want that their children to be encouraged to do their school work. Also, unlike the children's fathers, their mothers were more interested in accepting responsibility for the education of their children. However, there is some kind of disagreement between teachers and parents on how to participate in educational affairs. Thus, teachers were unwilling to allow parents to be involved in the educational process. Finally, the findings revealed that in addition to the teachers and parents support as effective factors regarding the students’ habits of study and effort, the students' opinions should be taken into account and considered seriously.
M.A Zebardast; N Shirbagi; Z Ghalavand
Volume 18, Issue 1 , September 2011, , Pages 187-206
Abstract
This study examines relationship between trust and enabling bureaucracy in schools. The method is descriptive-correlative and population comprises all school teachers in Sanandaj. The sample consisted of 260 teachers selected randomly. The instruments include two questionnaires borrowed from other researches: ...
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This study examines relationship between trust and enabling bureaucracy in schools. The method is descriptive-correlative and population comprises all school teachers in Sanandaj. The sample consisted of 260 teachers selected randomly. The instruments include two questionnaires borrowed from other researches: Trust Questionnaire (26 items) and Enabling Bureaucracy Questionnaire (12 items). Reliability was measured via Cronbach a (Trust Questionnaire = 0.85 and Enabling Bureaucracy Questionnaire = 0.72). Data were analyzed by Pearson correlation coefficient, independent T-Test and ANOVA. Results showed that trust was high among teachers. Enabling bureaucracy was related to trust subscales positively and significantly. There was a significant difference between men and women in the field of enabling bureaucracy. Furthermore, there was a significant difference among teachers with respect to student and parent trust based on social class of schools.
