درخت حوزه‌های تخصصی

This study of considers the feasibility of using digital leadership in Iranian primary schools. Purposeful sampling was used to obtain a sample of primary school principals in Shahrood, Iran with at least 5 years experience. Semi-structured interviews were used for data collection, Grounded theory method with the Strauss and Corbin coding approach was used for data analysis. Results showed that digital leadership in primary schools had 114 concepts (open codes) falling into 29 categories (axial codes) and formed 6 dimensions including causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences. Results showed that the use of digital leadership in primary schools is feasible due to the ability and high interest of principals and staff. Causal conditions include the level of ability and approach of educators, digital revolution, culture building, reforming the educational structure and policies, training and development of human resources and attracting capital. Also, the context include digital strategies, digital educational platform, networking, financial and human resources, digital content and management dashboard. On the other hand, intervening conditions include economic, structural, political, cultural and educational fields in the way of using digital leadership in elementary schools, that should be dealt with effective solutions and strategies including supportive, educational, collaborative, managerial and cultural strategy. Also, the use of digital leadership can improve teaching and learning, promote creativity, update and develop, innovate and improve the quality of education and change in educational culture and leadership patterns. Finally, a model was presented based on the findings of this study

Migration has become an international challenge that has affected all social institutions, especially the educational system, in terms of changing the composition of the cultural context of students. Therefore, intercultural communication is the key to creating social harmony. The aim of research was to analyze intercultural interactions from the perspective of primary school students and their teachers in Ardakan City, using grounded theory method. The research field includes teachers and pupils of different ethnic groups in Ardakan City, and purposeful sampling methods (semi-structured interview & free group interview) for data collection and open, central, and selective coding methods for data analysis were used, respectively. The findings of the research point to three similarities between the views of teachers and students and two basic differences: Effectiveness of intercultural interactions makes students more prepared to accept and choose a transformational strategy and live in a multicultural society under the influence of age characteristics. In contrast, teachers' efforts to ignore and downplay cultural differences are based on emphasizing the national and systemic curriculum and devoting more time. The results of the research indicate that intercultural interactions in immigrant-accepting areas should be considered by policymakers and educational planners in order to reduce tensions and lead to intercultural synergy