Journal of Research in Educational Systems

Abstract The present study aimed to Presented and validate the Smart leadership model for school principals
This study was conducted using a qualitative-quantitative method, in which thematic analysis was used in the qualitative part and the survey in the quantitative part. First, 97 basic themes were identified using the inductive thematic analysis method from 40 scientific sources, based on the AtrideSterling perspective, which became the basis for the formation of the Smart leadership model Relying on the conceptual model approved by the experts as the basis for designing the research tool, it was implemented on a statistical sample of 314 school principals using a non-random sampling method of the available type. The data collection tool was a 97-item researcher-made questionnaire with appropriate content and construct validity, whose reliability was also confirmed by a Cronbach's alpha coefficient of 0.923. The research data were analyzed using Amos26 and SPSS26 software.
Based on thematic analysis, 3 global themes (semantic, argumentative, and insightful), 12 organizing themes, and 97 basic themes for Smart leadership of school principals were obtained, which became the basis for the formation of an Smart leadership model for school principals. The results of confirmatory factor analysis showed that the model had sufficient fit and the validity of the model was confirmed.
The school principals' Smart leadership scale had adequate validity in measuring and
fitting the model. This tool, due to its comprehensiveness, flexibility, ease of use, quality, and
appropriateness, has adequate capacity for use in future research.

Abstract Objective: The aim of the present study was to present and validate a model for promoting participation of elementary school students.
Method:The research method was qualitative-quantitative, using qualitative content analysis in the qualitative part and survey method in the quantitative part. The participants in the qualitative part of this study were 16 experts in the field of education who were selected using theoretical saturation criteria and criterion-based purposive sampling. The data were collected using semi-structured interviews and analyzed using content analysis. In the quantitative part, according to the Krejci Morgan table , the sample size was determined as 384 people who were selected by the available sampling method.
Results:The findings obtained in the qualitative part included 106 conceptual codes that were categorized into 5 main concepts and 14 sub-concepts. The model was developed with five main components: reforming the education system (4 sub-concepts: reforming educational policy and improving teacher recruitment and retention, empowering human resources, and effective monitoring and evaluation), school-related reforms (4 sub-concepts: utilizing the capacity of the parent-teacher association and redefining the role and duties of schools, improving the learning process, and reforming the classroom), strengthening the family system (2 sub-concepts: reforming parenting practices, educating the family), individual empowerment (2 sub-concepts: strengthening skills and resolving psychological and behavioral problems), and social development (2 sub-concepts: increasing collective awareness and improving social welfare).
Conclusions: This model and its components can be used to promote participation in elementary school students.

Abstract Coaching managers in the organization, as one of the effective methods in developing human resources, can be an essential skill for training employees and increasing effective employee behaviors. Therefore, the purpose of this study was to identify and present a network of organizational coaching topics for university managers, which was done qualitatively. The research method was inductive content analysis with inductive approach. The field of research was 45 titles of text contained in scientific databases from 1999 to 2019. Findings showed that after eliminating duplicate themes and summarizing similar themes, 50 basic themes, then 9 organizing themes (development of organizational interactions, participatory management, formation of efficient teams, emphasis on human relations, ethics, human resource development, goal orientation, formulation) Performance indicators (organizational learning cycle design) and finally 3 categories of inclusive themes were identified under the headings of (Organizational synergy, humanistic approach and process-oriented). Using the opinion of experts and university professors, its content validity was obtained using the Lawshe method and all themes were confirmed. Also, using Holsti's method, the reliability of this step was 0.94. Finally, a network of themes for universities managers was designed and presented.

Abstract The purpose of this study was to study the components of educational for students. The method of research was Qualitative and descriptive type and its analysis was exploratory inductive approach that the society and research area was 76 articles, documents and books contained in databases, websites, and libraries were divided into 61 articles, 6 issues, 9 books and educational documents. According to theoretical literature, components and themes were extracted. . The content validity of the research was verified by using the review method and the reliability of the content was obtained by using Holsti method of 0.99. The findings showed that educational justice included three main themes with the title of preparing fair distribution of resources, the use of learners of all resources, the access of the learners to competencies, and 12 organizing themes including collective participation, curriculum all-round, fair decision making, meritocracy, coverage Providing all audiences, improving schools, optimizing financial resources, paying attention to the health of learners, empowering learners, improving the quality of education, improving the evaluation process, fair engagement and 82 core themes. According to the findings, the components of educational justice for education have not been identified so far, and the largest number of components related to the comprehensive content of the fair use of resources.In order to realize the educational justice in designing and developing programs, these components should be taken into account so that all learners in all parts of the country benefit equally from educational opportunities.