بيان كريمي

Humans face many ethical dilemmas in their daily lives, forcing them to make choices based on their ethical views and face the consequences of their decisions. Despite the burdensome roles they have, female school principals struggle with many role conflicts and ethical dilemmas in their work and personal lives, and the burdensome roles and ethical burdens in sensitive situations cause a lot of tension and anxiety in them. The present study aims to investigate the types of ethical dilemmas in the burdensome roles of female school principals and its impact on the burdensome roles of work and family, and to analyze the lived experience of female principals in these areas. The research field is all female principals in Saqqez city. Out of 65 female principals in the city, 15 were interviewed by non-targeted random method, and an effort was made to select participants in the study with the maximum variety of experiences and from all educational levels. Sampling was also continued until theoretical saturation was reached. In terms of purpose, the research method is applied and in terms of nature, it is a qualitative research method based on the phenomenological method of the lived experience of female managers with an emphasis on the liberal feminism approach. The researcher used the researcher-made interview method to collect data, which reached theoretical saturation with 15 people, and for data analysis, thematic analysis was performed using the seven-step Claise analysis method, which ultimately resulted in 8 main themes and 22 clusters of 130 initial codes. The validity of the codes extracted from the interviews was determined by examining the study participants and the opinions of experts in this field. In order to provide criteria for reliability and validity, the research process was provided to the supervisor and consultant. After reviewing the research process, they approved the results. The results of the study showed that female school principals face ontological, universally imposed ethical dilemmas and epistemic dilemmas that use the ethics of duty, consequentialism, ethics of justice and ethics of knowledge to solve ethical dilemmas. In the context of the burden of their roles, school principals face conflict in work and family roles, job burnout and interference of work and family roles, which they use through the demarcation of work and family duties, experience and ability in performing work duties, effective time management and role simplification to achieve balance in work and family roles. Female school principals face management obstacles such as the cultural view of patriarchal society on housework, managerial discrimination in salary levels and attention to the special needs of female principals, housework is the duty of women because it is of little importance and the lack of family support in the advancement of the career of female principals can be a blessing. As a result, it can be stated that the attention and support of educational organizations and social institutions to women's rights, especially the attention to simplifying the household duties of female managers and the need to receive legal, organizational and family support from female managers, can be very important for the progress of female managers.

This research was conducted with the aim of determining the level of satisfaction of primary school principals in Sanandaj city with educational information systems. It is an applied research with a quantitative and descriptive-analytical approach that evaluates various aspects of information systems, including ease of use, flexibility, effective and accurate information, support, and security. The required data was collected through a survey and a questionnaire consisting of 70 questions designed in 1402. The statistical population includes 187 principals of elementary school in the first district of Sanandaj and the sample size is 126 using Cochran formula. Data analysis was conducted using SPSS version 24 software. The results of the research show that some aspects of information systems used by the managers fulfill their requirements in terms of ease of use, flexibility, providing effective and accurate information and security. These results are consistent with previous research in this area and can be a basis for further improvement of information systems in education.

This research was conducted with the aim of determining the level of satisfaction of primary school principals in Sanandaj city with educational information systems. It is an applied research with a quantitative and descriptive-analytical approach that evaluates various aspects of information systems, including ease of use, flexibility, effective and accurate information, support, and security. The required data was collected through a survey and a questionnaire consisting of 70 questions designed in 1402. The statistical population includes 187 principals of elementary school in the first district of Sanandaj and the sample size is 126 using Cochran formula. Data analysis was conducted using SPSS version 24 software. The results of the research show that some aspects of information systems used by the managers fulfill their requirements in terms of ease of use, flexibility, providing effective and accurate information and security. These results are consistent with previous research in this area and can be a basis for further improvement of information systems in education.

Today, the design and implementation of the policies of the education system has led to countless injustices and misfortunes, in such a way that its consequences have changed the structure of the country's marginal schools in the first place. These transformations are not the generator of prosperity and facilities, nor are they the result of rational policies, but are rooted in conflicting actions that have always intensified the reproduction of inequality at different levels of society. Public schools in Kurdistan, as a part of the educational institutions of marginalized communities in Iran, structurally suffer from wide inequalities in various aspects, and without a doubt, it has caused irreparable damages to students. Therefore, this research, as a part of justice-oriented projects, tries to establish the foundations of educational justice through educational transformation, and thereby reveal the basic aspects of this concept in the marginalized schools of Sanandaj city. This research was conducted with a qualitative approach and based on the research strategy of narrative analysis. The field of research included all elementary school teachers in the outskirts of Sanandaj, among whom nine people were purposefully selected and invited to participate using an episodic interview protocol. The interviews were recorded using electronic devices and notes were taken at the same time. After the end of the interview, the data were analyzed using the theme network method. By strictly following the stages of narrative analysis and obtaining detailed information, the researchers provided the external validity of the research as much as possible. In order to increase the reliability of the research tool, peer review was also used by the interviewees, the results showed that four meta-narratives under the headings (equality in infrastructure, social justice curriculum design, meritocracy, fairness) of educational justice in the experiences and interpretations of teachers can be counted. was Despite the variety of meta-narratives, teachers faced many challenges at the structural and executive level. First of all, they considered the centralization of the educational system and the application of discriminatory policies as a structural challenge, and they also considered the restrictive administrative laws and the hiring and employment of inefficient teachers as part of the implementation challenges. Also, in order to compensate for the damages caused by educational inequalities, they first considered it necessary to decentralize the design of educational programs, and after that, they suggested applying culturally responsive education, budget allocation, and teacher training programs based on scientific competencies. Finally, this study can provide policymakers and other readers with a deep insight into educational inequalities in the marginal areas of Iran, especially the city of Sanandaj as a minority community. By understanding these crises corresponding to the challenges and suggestions, they can review and modify the way of building, designing and evaluating educational programs in a fairer system framework.