Advertisement

A Reflection on Teaching Educational Administration in Iran: A Critical Approach

  • Arash RastehmoghadamEmail author
Chapter
Part of the Educational Leadership Theory book series (ELT)

Abstract

Nearly half a century has passed since the teaching of educational studies and educational administration (EA) in Iran; however, a significant scholarly and practical progress has not been made. Therefore, reflecting on the status of the current situation is important. This chapter focuses on the teaching status of EA in Iran using the analytical-critical method to examine and analyse the constraints governing this area. The chapter is structured in three sections. The first provides a brief overview of the history of the traditional and modern education systems and the formation of educational studies and EA in Iran. The second part is devoted to the analysis of EA backwardness factors under the heading of macro- and micro-limitations. Macro-limitations refer to the historical-political background of the Iranian education system, which has had a direct and indirect impact on the field of EA. Micro-limitations refer to a set of factors related to the internal conditions of the EA field and are classified in three groups: scholarly weakness of the researchers, research poverty, and deficiencies in EA curriculum. Finally, in the third section, suggestions are made to improve the status of the EA field.

References

  1. Aali, M., & Hosseingholizadeh, R. (2010). Evaluation and criticizing the curriculum of education science, the branch of administration and education planning. Higher Education Letter, 2(8), 35–51.Google Scholar
  2. Abbaspour, A. (2013). From the theory throne to the depth of practice in educational administration: In search of drawing a management image in the education system of Iran. Quarterly of Training in Military, 1(2), 12–11.Google Scholar
  3. Ahanchiyan, M. R. (2005). Take a look at educational sciences in the mirror of postmodernism; the revision of great desires. Paper presented at the first conference of the analysis and regulation of the educational studies system, Mashhad.Google Scholar
  4. Al-Ahamad, J. (1958). School director (Vol. First). Tehran: Ferdowsi.Google Scholar
  5. Alaghband, A. (1973). The public school teacher in Iran: Social origin, status, and career orientation (Doctoral thesis, Southern Illinois University).Google Scholar
  6. Alaghband, A. (1985). Necessity and importance of attention to educational administration. Quarterly of Education, 4, 15–14.Google Scholar
  7. Alaghband, A. (2001). Educational administration. In A. M. Kardan (Ed.), Educational studies: Its nature and domain. Tehran: The Organization for Researching and Composing University Textbooks in the Humanities (SAMT).Google Scholar
  8. Alaghband, A. (2010). Theoretical foundations and principles of educational administration (5th edn., Vol. 22). Tehran: Ravan.Google Scholar
  9. Alamolhoda, J. (2002). Influential thinking streams in contemporary Iranian education. Book Review, 22, 132–109.Google Scholar
  10. Anderson, G., & Grinberg, J. (1998). Educational administration as a disciplinary practice: Appropriating Foucault’s view of power, discourse, and method. Educational Administration Quarterly, 34(3), 329–353.CrossRefGoogle Scholar
  11. Angus, L. (1986). Schooling, the school effectiveness movement, and educational reform. Victoria: Deakin University Press.Google Scholar
  12. Arasteh, A. R. (1962). Education and social awakening in Iran, 1850–1968. Leiden: Brill.Google Scholar
  13. Arefi, M. (2005). Evaluation of educational administration curriculum in Iranian higher education from the perspectives of students, professionals and employers. Curriculum Studies, 1(1), 74–43.Google Scholar
  14. Ball, S. J. (2012). The micro-politics of the school: Towards a theory of school organization: Abingdon: Routledge.Google Scholar
  15. Bates, R. (1984). Toward a critical practice of educational administration. In T. Sergiovanni & J. Corbally (Eds.), Leadership and organizational culture (pp. 260–274). Urbana: University of Illinois Press.Google Scholar
  16. Bates, R. (2010). History of educational leadership/management. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (pp. 724–730). Oxford: Elsevier.CrossRefGoogle Scholar
  17. Behrangi, S. (1957). Excavation of educational issues educational issues in Iran (Vol. 10). Tehran: Shabgir.Google Scholar
  18. Beycioğlu, K. (2006). Research in educational administration & leadership. Educational Administration: Theory and Practice, 47, 317–342.Google Scholar
  19. Bidwell, C. E. (1965). The school as a formal organization. In J. March (Ed.), Handbook of organizations (pp. 972–1019). Chicago, IL: Rand McNally & Co.Google Scholar
  20. Boyan, N. J. (1981). Follow the leader: Commentary on research in educational administration. Educational Researcher, 10(2), 6–21.CrossRefGoogle Scholar
  21. Bush, T. (1999). Introduction: Setting the scene. In T. Bush, L. Bell, R. Bolam, R. Glatter, & P. Ribbins (Eds.), Educational management: Redefining theory, policy and practice (pp. 1–12). London: Paul Chapman.CrossRefGoogle Scholar
  22. Bush, T., & Crawford, M. (2012). Mapping the field over 40 years: A historical review. Educational Management, Administration & Leadership, 40(5), 537–543.CrossRefGoogle Scholar
  23. Campbell, R. (1981). The professorship in educational administration—A personal view. Educational Administration Quarterly, 17(1), 1–24.CrossRefGoogle Scholar
  24. Campbell, R., Thomas, F., Jackson, N., & John, B. (1987). A history of thought and practice in educational administration. New York: Teacher College, Columbia University.Google Scholar
  25. Campbell, R., Corbally, J. E., & Ramseyer, J. A. (1966). Introduction to educational administration. Boston: Allyn and Bacon.Google Scholar
  26. Campbell, R., Cunningham, L. L., & McPhee, R. F. (1965). Organization and control of American schools. Columbus, OH: Charles E. Merrill.Google Scholar
  27. Campbell, R., & Mazzoni, T. L. (1974). State governance models for the public schools. Ohio State University, Columbus: Educational Governance Project.Google Scholar
  28. Campbell, R., & Newell, L. J. (1973). A study of professors of educational administration: A summary. Educational Administration Quarterly, 9(3), 3–27.CrossRefGoogle Scholar
  29. Culbertson, J. (1983). Theory in educational administration: Echoes from critical thinkers. Educational Researcher, 12(10), 15–22.CrossRefGoogle Scholar
  30. Dolmage, W. R. (1992). The Quest for understanding in educational administration: Ahabermasian perspective on the ‘Griffiths-Greenfield debate’. Journal of Educational Thought/Revue de la Pensée Educative, 26(2), 89–113.Google Scholar
  31. English, F. (2003). The postmodern challenge to the theory and practice of educational administration. Springfield, IL: Charles C Thomas.Google Scholar
  32. English, F. (2012). Bourdieu’s misrecognition: Why educational leadership standards will not reform schools or leadership. Journal of Educational Administration and History, 44(2), 155–170.CrossRefGoogle Scholar
  33. Evers, C. W. (2017). Epistemology and educational administration. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 755–759). Singapore: Springer.CrossRefGoogle Scholar
  34. Evers, C. W., & Lakomski, G. (2015). Naturalism and educational administration: New directions. Educational Philosophy and Theory, 47(4), 402–419.CrossRefGoogle Scholar
  35. Eyal, O., & Rom, N. (2015). Epistemological trends in educational leadership studies in Israel: 2000–2012. Journal of Educational Administration, 53(5), 574–596.CrossRefGoogle Scholar
  36. Foster, W. (1986). Paradigms and promises: New approaches to educational administration. New York: Prometheus Books.Google Scholar
  37. Glass, T. E. (2004). The history of educational administration viewed through its textbooks. Oxford: Scarecrow Education.Google Scholar
  38. Godazgar, H. (2001). Islamic ideology and its formative influence on education in contemporary Iran. Economía, Sociedad y Territorio, 3(10), 321–336.Google Scholar
  39. Greenfield, T., & Ribbins, P. (2005). Greenfield on educational administration: Towards a humane science. London: Routledge.Google Scholar
  40. Gunter, H. (2002). Purposes and positions in the field of education management putting bourdieu to work. Educational Management & Administration, 30(1), 7–26.CrossRefGoogle Scholar
  41. Gunter, H. (2013). Educational leadership and Hannah Arendt. Abingdon: Routledge.Google Scholar
  42. Hailer, E. J. (1968). The interdisciplinary ideology in educational administration: Some preliminary notes on the sociology of knowledge. Educational Administration Quarterly, 4(2), 61–77.CrossRefGoogle Scholar
  43. Hallinger, P. (2011). Developing a knowledge base for educational leadership and management in East Asia. School Leadership & Management, 31(4), 305–320.CrossRefGoogle Scholar
  44. Hallinger, P., & Chen, J. (2014). Review of research on educational leadership and management in Asia: A comparative analysis of research topics and methods, 1995–2012. Educational Management Administration & Leadership, 43(1), 5–27.Google Scholar
  45. Hallinger, P., Lee, T. H. T., & Szeto, E. (2013). Review of research on educational leadership and management in Hong Kong, 1995–2012: Topographical analysis of an emergent knowledge base. Leadership and Policy in Schools, 12(3), 256–281.CrossRefGoogle Scholar
  46. Hallinger, P., & Walker, A. D. (2011). School leadership in Asia Pacific: Identifying challenges and formulating a research agenda. School Leadership & Management, 31(4), 299–303.CrossRefGoogle Scholar
  47. Hamraz, V. (1997). Cultural institutions in Reza Shah’s government. Contemporary History of Iran, 1, 63–50.Google Scholar
  48. Hosseingholizadeh, R., Ahanchian, M. R., Kouhsari, M., & Noferesti, A. (2018). The experience of revising the educational management curriculum at Ferdowsi University of Mashhad. Higher Education Letter, 10(40), 97–124.Google Scholar
  49. Iravani, S. (2014). Introduction to explaining the nature of the education system in Iran from the beginning of the modernization period to today. Research Foundations in Education, 4(1), 110–183.Google Scholar
  50. Johnson, B. L., & Fauske, J. R. (2005). Introduction: Organization theory, educational leadership and educational research. Journal of Educational Administration, 43(1), 5–8.CrossRefGoogle Scholar
  51. Kardan, A. M. (2001). The history of education. In A. M. Kardan (Ed.), Educational sciences; Their nature and domain (pp. 70–100). Tehran: Organization for Researching and Composing University Textbooks in the Humanities.Google Scholar
  52. Kardan, A. M. (2002). The trend of education knowledge in contemporary Iran. Paper presented at the Proceedings of the First National Iranian Seminar, Tehran.Google Scholar
  53. Kashani Vahid, M. (2016). Conversation with Masoud Kashani-e-Vahid. Tehran: Institute for the Study of Generation Excellency.Google Scholar
  54. Keramati, M. R., & Ahmadi, A. (2011). The quality curriculum evaluation in postgraduate studies of educational management and planning in the public universities of Tehran City. Procedia-Social and Behavioral Sciences, 15, 3723–3730.CrossRefGoogle Scholar
  55. Khaki, G., & Bhat, M. A. (2015). Pahlavi’s the pioneers of education in Iran: A study of Reza Shah. International Journal of Education, 3(3), 45–50.Google Scholar
  56. Kochan, F. K. (2002). Hope and possibility: Advancing an argument for a Habermasian perspective in educational administration. Studies in Philosophy and Education, 21(2), 137–155.CrossRefGoogle Scholar
  57. Lakomski, G. (2008). Functionally adequate but causally idle: W(h)ither distributed leadership? Journal of Educational Administration, 46(2), 159–171.CrossRefGoogle Scholar
  58. Levers, L. (2006). Ideology and change in Iranian education. In R. Griffin (Ed.), Education in the Muslim world: Different perspectives (pp. 149–190). Cambridge: Cambridge University Press.Google Scholar
  59. Lingard, B., & Christie, P. (2003). Leading theory: Bourdieu and the field of educational leadership. An introduction and overview to this special issue. International Journal of Leadership in Education, 6(4), 317–333.Google Scholar
  60. Mehran, G. (1990). Ideology and education in the Islamic Republic of Iran. Compare: A Journal of Comparative and International Education, 20(1), 53–65.CrossRefGoogle Scholar
  61. Mehran, G. (1989). Education in post-revolutionary Persia 1979–95. Encyclopedia Iranica (230–233). Costa Mesa: Mazda.Google Scholar
  62. Menashri, D. (1992). Education and the making of modern Iran. Ithaca: Cornell University Press.Google Scholar
  63. Mialaret, G. (1985). Meaning and scope of science. Paris: Tehran University. Press.Google Scholar
  64. Miller, V. (1965). The public administration of American school systems. New York: Macmillan.Google Scholar
  65. Milley, P. (2008). On Jürgen Habermas’ critical theory and the political dimensions of educational administration. In E. A. Samier (Ed.), Political approaches to educational administration and leadership (pp. 54–72). New York: Routledge.Google Scholar
  66. Mirhadi, T. (1983). Seeking for the methods of education (Vol. second). Tehran: Mahdiyeh.Google Scholar
  67. Mohsenpour, B. (2005). In search of a template for the preparation of educational sciences textbooks based on Islamic sources. In K. Akrami (Ed.), Analysis and regulation of the educational sciences system. Tehran: Institute for Humanities and Cultural Studies.Google Scholar
  68. Mohsenpour, B. (1988). Philosophy of education in postrevolutionary Iran. Comparative Education Review, 32(1), 76–86.CrossRefGoogle Scholar
  69. Mohsenpour, B. (2011). Pathology of academic texts in the field of educational sciences. Ayar, 24, 80–67.Google Scholar
  70. Moradi Nejad, H., & Rahimi Shariati, P. (1974). Research on sending students abroad during the Qajar and Pahlavi periods. Sociological Studies, 4, 115–190.Google Scholar
  71. Naeli, M. A. (1996). The role of specialized educational management in the effectiveness of the education system. Journal of Psychology and Educational Sciences, 3(1–2), 33–16.Google Scholar
  72. Nasiri, M. (2008). Study of the evolution of school (Maktab Khaneh) system in the Qajar and Pahlavi periods. Area, 25(150), 278–195.Google Scholar
  73. Newton, P., & Riveros, A. (2015). Toward an ontology of practices in educational administration: Theoretical implications for research and practice. Educational Philosophy and Theory, 47(4), 330–341.CrossRefGoogle Scholar
  74. Niesche, R. (2011). Foucault and educational leadership: Disciplining the principal (Vol. first). London: Routledge.CrossRefGoogle Scholar
  75. Niesche, R. (2013a). Deconstructing educational leadership: Derrida and Lyotard. Abingdon: Routledge.CrossRefGoogle Scholar
  76. Niesche, R. (2013b). Politicizing articulation: applying Lyotard’s work to the use of standards in educational leadership. International Journal of Leadership in Education, 16(2), 220–233.CrossRefGoogle Scholar
  77. Niesche, R., & Gowlett, C. (2014). Advocating a post-structuralist politics for educational leadership. Educational Philosophy and Theory, 47(4), 372–386.CrossRefGoogle Scholar
  78. Noorabadi, S., Ahmadi, P., Dabiri Esfahani, O., & Farashkhah, M. (2014). Necessity and the possibility of changing the curriculum approved by Iran’s higher education system into a consolidated curriculum. Journal of Instruction and Evaluation, 7(25), 122–102.Google Scholar
  79. Nowroozi, M. (2012). Possibility of Islamicization and localization of educational sciences curriculum. Culture Strategy, 19, 168–140.Google Scholar
  80. Oplatka, I. (2009). The field of educational administration: A historical overview of scholarly attempts to recognize epistemological identities, meanings and boundaries from the 1960s onwards. Journal of Educational Administration, 47(1), 8–35.CrossRefGoogle Scholar
  81. Paivandi, S. (2012). Education in the Islamic Republic of Iran and perspectives on democratic reforms. Dubai: Legatum Institute.Google Scholar
  82. Pounder, D., & Johnson, B. (2007). Reflections on EAQ’s past, present, and future. Educational Administration Quarterly, 43(2), 259–272.CrossRefGoogle Scholar
  83. Qasemi Pooya, I. (2008). Explaining and analyzing the characteristics of successful schools in contemporary education. Quarterly of Education, 96, 201–239.Google Scholar
  84. Rahmani-Kochghani, M., & Behrangi, M. R. (2009). Study on the content and design the course of principles of educational administration in master’s degree of educational administration from the perspective of professors and students. Higher Education Letter, 2(7), 58–41.Google Scholar
  85. Rai Golouyeh, S., & Rahmanian, D. (2017). Politics and education in the second Pahlavi period; Case study of the causes, modes and process of changing issues and approvals of the supreme council of culture, 1332–1320. Al-Zahra University Quarterly of Islam and Iran History, 27(35), 80–58.Google Scholar
  86. Ramazani, M. A., & Hamani, K. (2014). The history of islamic human sciences: After islamic revolution in Iran. Cognitive Studies at Islamic University, 18(58), 5–20.Google Scholar
  87. Rastehmoghadam, A. (2017). Visualization of global scientific map of educational administration, Based on web of science and its explanation from expert’s (well-grounded’s) view (Doctoral dissertation, Allameh Tabataba’i University, Tehran).Google Scholar
  88. Rastehmoghadam, A., Abbaspour, A., & Jalali, A. (2016). Reflection on global scientific legacy of educational management. Journal of Management and Planning in Educational Systems, 9(16), 51–84.Google Scholar
  89. Sadiq, I. (1931). Modern persia and her educational system. New York: Columbia University Press.Google Scholar
  90. Sadiq, I. (1942). Investigation of Iranian culture. Mehr Journal, 73, 137–139.Google Scholar
  91. Sadiq, I. (1960). History of education of Iran (Persia) from the earliest times to the present day. Tehran: Tehran University Press.Google Scholar
  92. Saee, A., Gharkhani, M., & Momeni, F. (2012). State and education policy in Iran from 1981 to 2001. Journal of Social Sciences, 19(56), 166–117.Google Scholar
  93. Samier, E. A. (2006). Educational administration as a historical discipline. Journal of Educational Administration and History, 38(2), 125–139.CrossRefGoogle Scholar
  94. Samier, E. A. (2008). Political approaches to education. New York: Routledge.Google Scholar
  95. Samier, E. A. (2014). Western doctoral programmes as public service, cultural diplomacy or intellectual imperialism? Expatriate educational leadership teaching in the United Arab Emirates. In A. Taysum & S. Rayner (Eds.), Investing in our education: Leading, learning, researching and the doctorate (pp. 93–123). Emerald: Bingley.CrossRefGoogle Scholar
  96. Samier, E. A., & Schmidt, M. (2010). Trust and betrayal in educational administration and leadership. London: Routledge.CrossRefGoogle Scholar
  97. SCCR. (2015). The curriculum of the bachelor of educational sciences, approved by the meeting of the 170th council for the promotion and transformation of humanities. Tehran: Supreme Council of the Cultural Revolution.Google Scholar
  98. Scott, E. (2010a). Bourdieu’s strategies and the challenge for educational leadership. International Journal of Leadership in Education, 13(3), 265–281.CrossRefGoogle Scholar
  99. Scott, E. (2010b). Studying school leadership practice: A methodological discussion. Issues in Educational Research, 20(3), 220–233.Google Scholar
  100. Shadfar, H., Liyaghat Dar, M., Javad and Sharif, M. (2011). Study of the degree of adaptation of the curriculum of management and planning with the needs of students. Quarterly of Research and Planning in Higher Education, 62,146–123.Google Scholar
  101. Shahriari, K. (2017). Modernization process in Iran: Historical overview. Journal of Social Science Studies, 4(1), 269–282.CrossRefGoogle Scholar
  102. Shahvar, S. (2009). The forgotten schools: The Baha’is and modern education in Iran, 1899–1934. London: Tauris Academic Studies.Google Scholar
  103. Shamshiri, B. (2005). Culture, the most fundamental territory of the field of educational sciences. Paper presented at the first conference of the analysis and regulation of the educational sciences system, Mashhad.Google Scholar
  104. Shorish, M. M. (1988). The Islamic revolution and education in Iran. Comparative Education Review, 32(1), 58–75.CrossRefGoogle Scholar
  105. Siasi, A. A. (1958a). Education. Educational Principles, 4–5, 5–9.Google Scholar
  106. Siasi, A. A. (1958b). Psychology and pedagogy—Their relationship with each other. Educational Principles, 2, 14–16.Google Scholar
  107. Smyth, J. (1989). Critical perspectives on educational leadership. London: Psychology Press.Google Scholar
  108. Takmilhomayoun, N. (2018). Darolfonun. Tehran: Cultural Research Bureau.Google Scholar
  109. Tamer, Y. (2010). Basic changes in Iranian education system before and after Islamic Revolution (Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey).Google Scholar
  110. Veck, W., & Jessop, S. (2016). Hannah Arendt 40 years on: thinking about educational administration. Journal of Educational Administration and History, 48(2), 129–135.CrossRefGoogle Scholar
  111. Vejdani, F. (2014). Making history in Iran: Education, nationalism, and print culture. Redwood City: Stanford University Press.CrossRefGoogle Scholar
  112. Wall, N. E. (2001). A critical analysis of the theories, models, and policies of educational administration. Masters thesis, University of New Brunswick, Canada.Google Scholar
  113. Wang, Y., & Bowers, A. J. (2016). Mapping the field of educational administration research: A journal citation network analysis. Journal of Educational Administration, 54(3), 242–269.CrossRefGoogle Scholar
  114. Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1–19.CrossRefGoogle Scholar
  115. Whiteman, R. S. (2015). Explicating metatheory for mixed methods research in educational leadership: An application of Habermas’s theory of communicative action. Leadership, 29(7), 888–903.Google Scholar
  116. Wilkinson, J., & Scott, E. (2013). ‘Outsiders within’? Deconstructing the educational administration scholar. International Journal of Leadership in Education, 16(2), 191–204.CrossRefGoogle Scholar
  117. Yarmohammadian, M. H., & Salmanizadeh, M. (2006). Evaluation of students’ and graduates’ opinions about curriculum of management and educational planning of Islamic Azad University of Khorasgan. Knowledge and Research in Educational Sciences, 9, 86–77.Google Scholar
  118. Yazdani, M. (1998). History of education in Iran: Revising a report on the Iranian approach to the development of culture and the establishment of educational institutions. Treasury of Documents, 31–32, 25–10.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Allameh Tabataba’i UniversityTehranIran

Personalised recommendations