Presenting the Pattern of School Administrators’ Interaction with Educated New Teachers of Farhangian University
Keywords:
Interaction, School Administrators, New Teachers, Farhangian University, Anthropological, Islamic educationAbstract
Purpose: Educational systems are among the most important social institutions, which the school administrators are considered to be their main pillars and their interaction with teachers plays an important role in advancing goals. Therefore, the present study was conducted with the aim of presenting a model of school administrators’ interaction with educated new teachers of Farhangian University.
Methodology: The present research was applied in terms of purpose and cross-sectional from quantitative type in terms of implementation method. The research population was education managers and Farhangian University new teachers of Razavi Khorasan province in 2021-2 academic years with number 251 people. The sample size based on the Krejcie and Morgan table was determined 143 people, who were selected by stratified random sampling method. The data were collected using a researcher-made questionnaire of school administrators’ interaction with educated new teachers, which had 43 items and its validity and reliability were confirmed. To analyze the data was used from exploratory factor analysis in SPSS and Smart PLS software.
Findings: The findings of the present research showed that the researcher-made questionnaire of school administrators’ interaction with educated new teachers of Farhangian University had 43 items in 11 dimensions of principal's respect to new teachers, principle of human respect, principle of dialogue, principle of tolerance and leniency, principle of altruism, principle of piety, principle of moderate rationality, principle of accepting intellectual and religious differences, management skills, interpersonal skills and communication skills. In this questionnaire, the factor loading of all items was higher than 0.40, the reliability of all dimensions using Cronbach's alpha and combined methods was higher than 0.70 and their average extracted variance was higher than 0.50. Also, the model of school administrators’ interaction with educated new teachers of Farhangian University had a good fit.
Conclusion: According to the designed model of school administrators’ interaction with educated new teachers of Farhangian University in the present study, experts and planners of the educational system can use it to improve the interaction between administrators with new teachers.
Downloads
References
Ahmadi Siahboumi, M., Ghanbari, N., & Nateghi, F. (2025). Design and validation of an instrument for assessing a happy school. Sociology of Education, 11(2), 68-82. https://doi.org/10.22034/ijes.2025.2054148.1713
Akbarzadeh, Z., Fallah, V., & Rasoli, E. (2021). The neglected null dimensions of the curriculum obtained in the field of educational sciences from the point of view of new scholars of Farhangian University (a phenomenal study). Psychological and Social Research, 9(43), 167-181. https://erj.khu.ac.ir/article-1-811-en.html
Alizadeh, Y., Ranjdoust, Sh., & Ghahremany, J. (2024). Investigating the factors influencing optimal utilization of new educational threats in the education system of West Azerbaijan province. Sociology of Education, 10(3), 16-29. https://doi.org/10.22034/ijes.2024.2022829.1539
Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27(2), 350-356. https://doi.org/10.1016/j.tate.2010.09.003
Behrooziamin, Z., Abbaasi Sarook, L., Samadi, M., & Rezaazaadeh Bahaadoraan, H. R. (2024). Designing a model for participation in school system aimed at operationalization of leadership and administrative subsection of the fundamental educational reform document. Quarterly Journal of Education, 39(4), 51-76. https://qjoe.ir/article-1-2304-en.html
Bragat, M. M., & Baguio, J. B. (2024). Classroom manager communication abilities and social interaction skills of language teachers in public secondary schools. Asian Journal of Education and Social Studies, 50(11), 397-405. http://dx.doi.org/10.9734/ajess/2024/v50i111664
Echon, J. F. E., & Cabal, E. M. (2022). School principal-teachers’ interactions in relation to teachers’ professional well-being. International Journal of Academic Multidisciplinary Research, 6(8), 175-184. http://dx.doi.org/10.13140/RG.2.2.35666.84161
Heikkinen, H. L. T., Wilkinson, J., Aspfors, J., & Bristol, L. (2018). Understanding mentoring of new teachers: Communicative and strategic practices in Australia and Finland. Teaching and Teacher Education, 71, 1-11. https://doi.org/10.1016/j.tate.2017.11.025
Irannezhad, M., Aliasgari, M., Mosapour, N., & Niknam, Z. (2020). Induction needs of beginning teachers of primary schools: Unmatched challenges. Journal of Higher Education Curriculum, 10(20), 289-308. https://dor.isc.ac/dor/20.1001.1.25382241.1398.10.20.13.3
Iranmanesh, Z., Mehni, O., & Pirmoradi, S. (2021). Performance assessment of the first year of new teachers graduated from Farhangian University: A case study of Kerman province. Journal of Theory and Practice in Teacher Education, 6(9), 11-29. https://dor.isc.ac/dor/20.1001.1.26457156.1399.6.9.1.6
Jalali, K., Askari, A., Aghahosseini, T., & Zamani, A. (2025). Presentation of a structural model for the physical education curriculum framework considering the existing challenges (case study: Farhangian University). Sociology of Education, 11(1), 27-38. https://doi.org/10.22034/ijes.2025.2039891.1609
Kempen, M. E. (2010). Guidellines for an effective staff induction progrmme at a special school in Gauteng: A case study. University of South Africa. https://uir.unisa.ac.za/service-interruption.html
Keramati, E. (2022). Investigation of principals unprofessional expectations of new teachers in elementary schools. Journal of New Approaches in Educational Administration, 13(1), 157-165. https://doi.org/10.30495/jedu.2022.25472.5070
Mohammadpour, A., Toorani, H., & Abdollahi, B. (2021). Providing a conceptual model for entrepreneurial teacher-student training at Farhangian University. Journal of Managing Education in Organizations, 9(2), 323-346. https://journalieaa.ir/article-1-172-en.html
Nazari, V., Inanloo, H., & Salimiyan, S. (2021). Explaining the lived experiences of the new teachers of Farhangian University of Alborz province campuses case study (geography, input 2016). The Scientific Quarterly Journal of Research in Social Studies Education, 2(4), 91-114. https://dor.isc.ac/dor/20.1001.1.27832279.1399.2.4.5.3
Ozdemir, A., & Demiray, G. (2019). Study of the relationship between school managers’ communicative skills and schools’ atmosphere. Journal of Education and Learning, 8(2), 145-164. http://dx.doi.org/10.5539/jel.v8n2p145
Skott, C. K. (2022). A networked understanding of new mathematics teachers' learning, when participating in a lesson-study induction programme. International Journal for Lesson and Learning Studies, 12(1), 65-77. https://doi.org/10.1108/IJLLS-03-2022-0038
Skytterstad, R., Antonsen, Y., Aspfors, J., & Heikkinen, H. L. T. (2025). Reframing new teacher induction: Opportunities over deficiencies. Teaching and Teacher Education, 155, 104910. https://doi.org/10.1016/j.tate.2024.104910
Tolan, P., Elreda, L. M., Bradshaw, C. P., Downer, J. T., & & Ialongo, N. (2020). Randomized trial testing the integration of the good behavior game and my teaching partner: The moderating role of distress among new teachers on student outcomes. Journal of School Psychology, 78, 75-95. https://doi.org/10.1016/j.jsp.2019.12.002
Yoo, J. (2019). The impact of conflict among political actors on implementing South Korea’s new teacher evaluation policy: A case study with implications for education policymaking. Studies in Educational Evaluation, 61, 94-104. https://doi.org/10.1016/j.stueduc.2019.03.006
Downloads
Published
Submitted
Accepted
Issue
Section
License
Copyright (c) 2024 کاظم دلقندی, حسن رحیمی, نجمه وکیلی, محسن ایمانی (نویسنده)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
