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Research aims to identify barriers and problems in educational strategies implementation in schools. The current study is qualitative with an interpretive phenomenological approach. For the interview, the participants were selected by the purposive sampling method. The criteria for participating in the interview were managers' willingness to express their opinions on the research subject. The sampling process ended when data saturation was reached during the interview. Paul Colaizzi's method was used for data analysis. First, analysis data collection was continued until saturation. Several vital sentences were extracted and formulated. Participants' opinions were kept, making data reliability and their ability to be verified possible. After analyzing the findings, school problems and barriers were categorized into four categories: financial and credit, human resources, system problems, and multiple tasks. Components: lack of per capita, wear and tear of buildings, equipment, a debt of energy carriers, lack of allocation of specialized teachers, new teachers, reduction of cooperation and assistance of parents, forced teaching of administrative staff, the unwillingness of students, lack of allocation of staff based on the organizational chart, The number of sites and their continuous changes, textbook registration system, pre-registration, the existence of various projects and ceremonies, repetitive and voluminous circulars, intervention of unrelated organizations and departments were among the most critical challenges of school management

This article presents a theory using an interpretive approach to explore the role of counseling and psychological services in empowering women in management and leadership positions at universities. The study systematically examines this role through data collected from 22 participants, including students, staff, professors, and female university managers, from Kurdistan University in Sanandaj and Salah al-Din University in Erbil. Participants were purposefully selected, and data was gathered via semi-structured interviews. Analysis involved a novel method and continuous comparative analysis through three-stage theoretical coding. This process identified 300 open codes, 35 central codes, and seven selective codes: mental ability, economic ability, political ability, social ability, group ability, physical ability, and academic ability. The findings revealed that empowerment is a process rather than a product. For counseling and psychological service programs to be effective, all individuals involved in the empowerment process must have a clear understanding of its requirements and methods. Ultimately, the success of these efforts is likely determined by the women themselves. While empowerment is crucial within universities, creating a positive organizational atmosphere and a supportive culture that fosters spontaneous empowerment among female students, employees, and managers is equally important. Moreover, establishing empowerment initiatives strengthens the move towards university independence and reinforces the perception of higher education institutions as unique entities with distinct cultures. The study also highlights the importance of context and situational factors in implementing empowerment, emphasizing the need to avoid applying models that do not align with cultural contexts. Finally, university administrators must be personally committed to empowering women in management and leadership roles before any efforts can be successful.

This research mainly aimed to identify the indicators of pedagogically-centered leadership in Sanandaj primary schools, which was conducted using a qualitative research approach and a descriptive phenomenology strategy. The two main questions raised in the research were as follows. According to the mentalities and experiences of the participants, what are the meanings and indicators of pedagogically-centered leadership in Iranian elementary schools? What characteristics can make pedagogically-centered leaders separate and unique leader from other educational leaders? The current research is developmental-applied in terms of purpose and qualitative in terms of approach, which was conducted using a descriptive phenomenology strategy. To collect data, 18 primary school principals were selected by purposive sampling and interviewed through three-stage phenomenological interview protocols. Their perspectives and experiences were investigated during the interviews. After conducting the interviews, the data were first manually analyzed, and then by MAXqda 2020 software, based on three-stage thematic analysis (basic, organizing, and global) of Attride-Stirling, analyzed. As the result of data analysis, 90 initial codes, 42 basic themes, 18 organizing themes, and finally, 8 global themes were specified. Also, four distinctive characteristics were identified as unique features of a pedagogically-centered leader: participation-seeker, activist of social justice and equal opportunities, valuing subcultures, and leader of leaders. Findings implicitly indicated that the implementation of this style of leadership in schools requires major changes in the mental paradigms of school community members. These changes include changing the paradigm of playing fixed roles to flexible ones, changing the paradigm of management to leadership, changing the paradigm of bureaucracy to specialization, changing the paradigm of teaching-centered to learning-centered, changing the paradigm of parental participation to parental involvement, and changing the paradigm of knowledge transfer to knowledge creation in students