نمایش مختصر رکورد

dc.contributor.authorAdli, Faribaen_US
dc.date.accessioned1402-06-02T20:07:43Zfa_IR
dc.date.accessioned2023-08-24T20:07:45Z
dc.date.available1402-06-02T20:07:43Zfa_IR
dc.date.available2023-08-24T20:07:45Z
dc.date.issued2023-08-01en_US
dc.date.issued1402-05-10fa_IR
dc.date.submitted2022-07-08en_US
dc.date.submitted1401-04-17fa_IR
dc.identifier.citationAdli, Fariba. (2023). A Comparative Study of the Policies of School Principal Appointment in Switzerland, Finland, Singapore, and South Korea: Lessons for Iran. Iranian Journal of Comparative Education, 6(3), 2564-2580. doi: 10.22034/ijce.2023.350973.1418en_US
dc.identifier.issn2588-7270
dc.identifier.issn4989-2676‬
dc.identifier.urihttps://dx.doi.org/10.22034/ijce.2023.350973.1418
dc.identifier.urihttps://journal.cesir.ir/article_165843.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/1023217
dc.description.abstractIn the past decade, the professionalism of school management and attention to the quality of the performance of school principals has been at the top of the educational policies agenda. The purpose of this study was to examine the policies for appointing school principals in countries with successful educational systems. The research is conducted using a qualitative comparative method based on George Bereday's approach at the macro analysis level (country) and the strategy of selecting countries was “differences in social systems and similarities in the output of the educational systems." John Stuart Mill's differences and similarities approach was used to analyze the data. The findings of the research showed that the policies of appointing school principals in the selected countries are similar in three cases: the necessity of having teaching experience, management experience, and an entrance exam for candidates for school management positions. The findings also showed that the policies of appointing managers in the selected countries are different from each other in four cases. While in Switzerland and Finland, a master's degree in educational administration, participation in in-service training courses and obtaining a teaching competency certificate are important; in Singapore and South Korea, the emphasis is on the presentation of projects on the goals and strategic plans of schools. According to the research findings, it is suggested that the policies of appointing school principals in Iran be rewritten based on the school principal appointment policies of Singapore and South Korea.en_US
dc.format.extent663
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherComparative Education Society of Iran ( CESIR)en_US
dc.publisherانجمن آموزش و پرورش تطبیقی ایرانfa_IR
dc.relation.ispartofIranian Journal of Comparative Educationen_US
dc.relation.ispartofفصلنامه ایرانی آموزش و پرورش تطبیقیfa_IR
dc.relation.isversionofhttps://dx.doi.org/10.22034/ijce.2023.350973.1418
dc.subjectAppointment Policies Inen_US
dc.subjectservice Training School Leadership School Principalsen_US
dc.titleA Comparative Study of the Policies of School Principal Appointment in Switzerland, Finland, Singapore, and South Korea: Lessons for Iranen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentAssistant Professor, Department of Educational Administration & Planning, Faculty of Education & Psychology, Alzahra University, Tehran, Iranen_US
dc.citation.volume6
dc.citation.issue3
dc.citation.spage2564
dc.citation.epage2580
nlai.contributor.orcid0000-0001-5438-4415


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