درخت حوزه‌های تخصصی

E-learning has been extensively integrated into the educational system during the COVID-19 pandemic, aiming to enhance the quality of education. While introducing numerous benefits and positive impacts, this rapid transition has also posed new challenges that could potentially increase anxiety among elementary school teachers. Therefore, this study aimed to examine the relationship between web-based teaching components during the COVID-19 pandemic and anxiety levels among elementary school teachers, providing practical operational solutions. This research is applied in terms of purpose and correlational in terms of methodology. The statistical population of the study included all elementary school teachers in the city of Amol, totaling 750 individuals. A sample of 256 teachers was randomly selected from the city of Amol. Data were collected using the Salmi Anxiety Questionnaire, Abedini Chogordani, Ghasemi Nafchi, and Tabashir (2021), and a researcher-made questionnaire to measure web-based teaching components. The validity of the questionnaires was confirmed through face validity, and Cronbach's alpha coefficient was employed to determine the reliability of the research instrument. Data analysis was conducted using Pearson correlation coefficient and multiple regression analysis. The findings indicated that the contributions of web-based teaching components, including support and virtual learning infrastructure (169.0), learning and technological complexity (141.0), electronic content production (267.0), and type of course instruction (203.0), were significant predictors of teachers' anxiety during the COVID-19 pandemic. However, the contribution of the effective assessment component (107.0) was not statistically significant. Virtual education infrastructure, learning technological skills, acquiring content production skills, type of course instruction, were negative predictors of teachers' anxiety during the pandemic. The results of the study revealed a significant negative relationship between some web-based teaching components and anxiety levels. Therefore, it is recommended to reduce teaching anxiety in web-based education by implementing empowerment courses to develop online teaching skills, producing effective content, and fostering technological development in in-service teacher training.

This study aims to represent how a primary school principal evolved into an effective educational leadership, focusing on their personal and professional background along with the distinctive features of the school and local community. A qualitative approach and narrative inquiry method were used. Initially, in-depth and semi-structured interviews lasting 12 hours were conducted with the principal. Data analysis was performed using Lichman’s model (2013). To validate the narratives, in-depth and semi-structured interviews were conducted with five teachers who had worked under the principal's management and were selected through purposive (criterion-based) sampling. Additionally, self-reflection notes were prepared during the research process. The principal's journey towards efficiency was divided into four episodes: the character formation period, facing discrimination, conflicts and grief, building professional identity, and role modeling. According to the data analysis results, themes of encountering discrimination, economic poverty, and the local community's perception of disadvantaged schools were continuously repeated in the principal's narratives. Based on the narratives, three strategies - managing interactions, continuous professional development, and vision setting - played a crucial role in the principal's evolution towards efficiency. According to the findings, it is recommended that principals of high-poverty schools address teachers' educational deficiencies in the form of suggestions and gradually increase delegation of authority and trust in their measures to ensure improved performance quality. In addition, the principal, by requiring teachers to daily note the challenges and issues faced by students and to identify major and common challenges, aimed to prioritize these challenges and take necessary actions.