https://www.njournal.ir/ Journal of New Advances in Educational Management en daily 1 Mon, 22 Dec 2025 00:00:00 +0330 Mon, 22 Dec 2025 00:00:00 +0330 https://www.njournal.ir/article_228319.html Background and Objective: Body image concern is one of the major psychological issues among youth and university students, which can have widespread negative effects on their mental health and quality of life. This concern is often associated with psychological distress and self-criticism, which may exacerbate psychological problems. The aim of the present study was to examine the role of psychological distress and self-criticism in predicting body image concern among students.research methodology: This descriptive-correlational study included all students of the Islamic Azad University, Zanjan Branch, during the 2024–2025 academic year. A sample of 384 students was selected using cluster sampling. The research instruments included the Body Image Concern Inventory (Littleton et al., 2005), the Symptom Checklist (SCL-25-R), and the Self-Criticism Scale (Thompson & Zuroff, 2000). Data were analyzed using Pearson correlation and stepwise regression tests in SPSS. Findings: The findings indicated a significant positive relationship between body image concern, psychological distress, and self-criticism (p<0.01). Moreover, psychological distress and self-criticism were significant predictors of body image concern among students. The reliability and validity coefficients of the instruments were reported as satisfactory.Conclusion: Psychological distress and self-criticism are key factors in students’ body image concern, and addressing these factors is essential in designing interventions to promote students’ mental health. https://www.njournal.ir/article_230444.html The current research was conducted with the aim of investigating and identifying the problems of physical education lessons in the elementary school from the point of view of teachers in Piranshahr city. The research method is based on the objective, practical and in terms of data collection, it is qualitative and descriptive in the phenomenological way. The statistical population of this research includes male and female primary school teachers in Piranshahr city in the academic year 1400-1401, the number of these people is 420. Among them, according to the principle of data saturation, 20 people were selected by homogenous purposeful sampling. A semi-structured interview was used to collect information, and to ensure the validity and reliability of the data, the four reliability criteria of Lincoln and Guba (1995) including trustworthiness, transferability, dependence and dependability, and verifiability were considered. In order to answer the research questions, the interviews were analyzed using the Moustakas and Croswell method. Based on this method, the most important findings of the research show that the curriculum of physical education in the individual dimension has 5 main problems including: "professional knowledge with 6 sub-themes", "efficient management with 7 sub-themes", "monitoring and evaluation with 5 sub-themes". ", "Safety and relief with 6 sub-themes" and "Program elements with 5 sub-themes" and also in the organizational dimension with 4 main problems including: "Organizing resources with 5 sub-themes", "Physical infrastructures with 6 sub-themes", " cultural and value with 6 sub-themes" and "educational with 5 sub-themes". Based on the obtained results, practical and research proposals have been presented separately and finally the limitations of the research have been stated. https://www.njournal.ir/article_235718.html Background and Objective: This study aimed to identify and articulate the essential competencies required for school principals to achieve effective leadership. Using a meta-synthesis approach combined with semi-structured interviews with teachers and principals, the research sought to examine and analyze the competencies that contribute to successful school leadership.research methodology: In the synthesis analysis phase, 164 articles were reviewed, of which 25 were selected through purposive criterion-based sampling. To complement these findings, 20 university professors, teachers, and school principals were interviewed using purposive criterion sampling. The collected data from both articles and interviews were analyzed through three stages of coding (open, axial, and selective). The reliability of the coding was confirmed by the Kappa agreement coefficient (0.77) using SPSS software, while the validity of the results was ensured through expert review in qualitative research.Findings: The meta-synthesis process identified 111 open codes, which were grouped into eight overarching categories: personal and individual competencies, ethical and cultural competencies, communication and interpersonal competencies, organizational management competencies, transformational and inspirational leadership competencies, technological competencies, educational leadership competencies, and technical and professional competencies. The interview data supported these findings and contributed an additional 46 open codes Finally, by removing duplicate codes, the research pattern was developed in the form of 128 open codes.Conclusion: The findings highlight that effective school leadership requires a multidimensional set of competencies, encompassing personal, interpersonal, managerial, scientific, and professional domains. The proposed competency framework provides valuable insights for the selection, training, and evaluation of school principals, ultimately contributing to the enhancement of educational leadership quality. https://www.njournal.ir/article_224898.html In today's changing and competitive environment, human resource productivity has become one of the most important concerns of organizations. The present study was conducted with the aim of comparing the productivity of primary and secondary school teachers in Fars province according to the type of school (gifted, Shahed, public, non-governmental) and the gender of the students in 2023-2024. The research was of an applied type, in the positivism paradigm was carried out with a quantitative approach and a survey method. The statistical population was 60,013 teachers of primary and secondary schools in Fars province. The sampling method was stratified proportional and cluster random. The sample size was determined as 1244 people using the Cochran formula. four questionnaires of organizational innovation(Ettlie and O'Keefe, 1982), organizational commitment(Allen and Meyer, 1990), job satisfaction(Satorre, 2022), and organizational health (Hart et al., 2000) were used to collect data and measure teacher productivity in four dimensions of innovation, organizational commitment, job satisfaction, and organizational health (morale)) after confirming validity (using face validity and validity index) and reliability (using Cronbach's alpha coefficient of .91). One-way analysis of variance and independent t-tests conducted with SPSS version 27 software were used to analyze the data. The findings showed: 1- There was a significant difference between the innovation of teachers in girls' and boys' schools and mixed schools and boys' schools; and the innovation of girls' school teachers was higher than that of boys', and the innovation of mixed school teachers was also higher than the both. 2- The organizational commitment and job satisfaction of mixed school teachers was higher than that of boys' and girls'. 3- There was a significant difference between the total productivity of teachers of mixed schools and teachers of girls' and boys', the productivity of teachers of mixed schools was higher than that of boys' and girls'. 4- The productivity of primary school teachers was higher than that of secondary school teachers. 5- The teachers of Shahed and non-governmental secondary schools had higher organizational commitment, job satisfaction, morale and total productivity compared to the teachers of governmental secondary schools. 6- There was no significant difference between the productivity of primary school teachers based on the type of school. The results of the study showed that teacher productivity differed according to the type of school and the gender of students; although in the primary school, this difference was not significant based on the type of school. https://www.njournal.ir/article_226825.html The present study aimed to investigate the relationship between artificial intelligence and educational innovation from the perspective of elementary school principals in Tehran's District 1. The present study method was descriptive-correlational. The statistical population included all elementary school principals in Tehran's District 1 in the academic year 2023-2024, totaling 190 people. Using the Cochran table and simple random sampling method, a sample size of 127 people was determined and entered into the study. The research tools for collecting data included the Artificial Intelligence Questionnaire (Chen et al., 2022) and the Educational Innovation Questionnaire (Pazaki and Afzal Khani, 2016). Then, data analysis was performed using the structural equation modeling method and with the help of smart pls software. The findings showed that there is a significant positive relationship between artificial intelligence and the total score of educational innovation along with its components (p<0.01). There is a significant positive relationship between all components of artificial intelligence and educational innovation (p<0.01). Also, the coefficient of determination for the criterion variable of educational innovation was 0.343, which indicates that artificial intelligence explains a total of 34.3 percent of the variance of educational innovation. As a result, it can be said that in education and training and educational centers, special attention can be paid to artificial intelligence and its capabilities for educational innovation. https://www.njournal.ir/article_223821.html The present study was conducted with the aim of presenting a model of good governance in higher education based on the university ecosystem. For this purpose, a mixed research approach was used. In the qualitative part, the main components of the model were identified through semi-structured interviews, and in the quantitative stage, the validity of the proposed model was tested using data collected through a questionnaire. The statistical population of the qualitative part of this study consisted of specialists, experts, and managers related to Iranian higher education policy-making, who were selected using the snowball sampling method. This process continued until theoretical saturation was reached. In the quantitative part, the statistical population included faculty members of Islamic Azad Universities in Tehran, who were selected through stratified random sampling; at this stage, 183 people participated in completing the questionnaires. The qualitative data obtained from the interviews were analyzed using the phenomenological method and coding technique. The results of the qualitative analysis identified the components of policy-making and governance, educational institutions (universities), innovation and technology, research and science production, human capital, industry-society relations, financial resources and support, international interactions, and digital infrastructure and information technology as the main elements of good governance based on the university ecosystem in Iranian higher education. Also, in the quantitative part, data analysis was conducted through structural equation modeling and confirmatory factor analysis using PLS software. The results of the factor analysis showed that, respectively, policy-making and governance, industry-society relations, financial resources and support, international interactions, and human capital have the highest factor loading in influencing the efficiency of the good governance system in Iranian higher education. https://www.njournal.ir/article_232679.html Abstract Background and Objective: Service learning is a link between education and social concerns, enabling educational institutions to address the larger needs of society and challenging students to take their role as members of society and citizens seriously, which is the core mission of higher education institutions. The purpose of this study is to examine the outcomes and consequences of service learning from the perspective of stakeholders of a practical project at Shahid Beheshti University. Research methodology: The research method of the present study is qualitative and the participants of this study are 14 practitioners, students and institutions who were present in the service learning projects organized by Shahid Beheshti University. To collect information, a semi-structured interview was used, the questions of which were designed based on the STAR method. The data obtained from the interviews with all the mentioned stakeholders were coded and analyzed with thematic analysis approach at the initial and final levels. Findings: Finally, 16 key categories of results and outcomes were identified for students and practitioners, the most important of which are helping to improve self-confidence, creating opportunities to improve students' communication skills in interacting with different people, helping to choose a future career, and acquiring the necessary skills to enter the workplace. Conclusion: This study, using interviews with students and institutions receiving Service learning services implemented within the country, has provided researchers and decision-makers in the field of higher education with the practical implications of these projects and the necessity of implementing and paying special attention to them. The alignment of the findings with previous research confirms the accuracy of the results. https://www.njournal.ir/article_235558.html Background and Objective: Management is a key component of educational organizations, and promoting the mental health and innovation of school principals requires a comprehensive program tailored to their specific needs. The purpose of this study is to compare the effectiveness of gamification in experience management and psychological empowerment on organizational commitment and innovative work behavior among secondary school principals in Zahedan.research methodology: The present study employed a quantitative quasi-experimental design. The statistical population consisted of secondary school principals in Zahedan, totaling 115 individuals in the academic year 2024-2025. Using purposive sampling, a minimum sample size of 60 participants was estimated. These participants were randomly assigned into experimental and control groups. Data collection instruments included standardized questionnaires on Innovative Work Behavior and Organizational Commitment. The research data were analyzed using Multivariate Analysis of Covariance (MANCOVA) with SPSS version 26.Findings: The results indicated that there were significant differences between the gamification of experience management intervention, psychological empowerment, and the control group in the post-test for the variable of organizational commitment (F = 297.6, p = 0.0001) and innovative work behavior (F = 65.7, p = 0.001). Comparison of the mean differences showed that the gamification of experience management intervention had a greater impact on organizational commitment (46.4) and innovative work behavior (100.1) of school principals in the education organization compared to psychological empowerment.Conclusion: Psychological empowerment of managers leads to improved self-awareness skills, which in turn enhances their decision-making power and ability to establish effective communication. Additionally, strengthening internal power through psychological empowerment serves as a means to increase organizational commitment and retention within the organization. By overcoming mental barriers, managers reduce risky behaviors, which consequently fosters innovative work behavior.