Management and Educational Perspective

Abstract Abstract The aim of the current research is to identify and rank the growth indicators of students' leadership. This research is applicable in terms of its purpose, exploratory-mixed in terms of approach, and in terms of strategy; content analysis in the qualitative part, and survey in the quantitative part. The participants in the research in the qualitative part were 19 educational management experts and principals of secondary schools in Kerman, who were selected by purposive sampling. The statistical population of the quantitative part was formed by the directors of the education department and the directors of secondary schools in Kerman, which was determined using the non-probability sampling method, with a sample size of 69 people. The tool for collecting information was a semi-structured interview in the qualitative part, and a researcher-made questionnaire in the quantitative part; the validity and reliability of which was confirmed using the CVR index, Cohen's kappa test, and retest. Qualitative part data analysis was done using open and axial coding method and using MAXQDA2020 software, and quantitative part data analysis was done using fuzzy Delphi technique. The analysis of the data from the exploratory interviews led to the identification of 24 indicators of student leadership growth. Then by extracting these indicators, they were ranked through quantitative research. The results of the research show: networking, recognition of the new generation, perceived organizational support, and talent management are the most important indicators of student leadership growth. Introduction In the current educational landscape, cultivating leadership skills among students is increasingly recognized as an essential element in preparing them for future roles in society. However, despite the increasing emphasis on leadership development in educational settings, there is a lack of agreement regarding the key indicators that contribute to student leadership development. Existing literature often provides fragmented insights, which create challenges for implementing effective leadership development programs in schools (Kuroda, 2022). Ambiguity surrounding these indicators prevents educational institutions from cultivating the essential leadership skills students need. The education system of countries has a central role in the development and enrichment of human capital, and the result of effective strategies for guiding and developing students can lead to extensive changes (Sodirjonov, 2020). The need to cultivate capable leaders who can properly manage the society under their management in various crises is a concern that leads us to think about finding a workable solution. Weak leadership in many social, economic, cultural and scientific educational centers has caused us great problems. From when and by which centers should education and training of leaders take place and how people are identified and prepared for this responsibility is one of the concerns of this field (Hermino & Arifin, 2020). This research seeks to address this gap by identifying and prioritizing key indicators of student leadership development, thereby providing a structured framework that educators can use to enhance leadership development efforts in educational settings. The general purpose of this research is to provide a comprehensive understanding of the factors that contribute to the development of student leadership, especially in the context of secondary education in Kerman. Using a mixed method, this study integrates quantitative and qualitative data to examine and rank the most important indicators of leadership development. The purpose of this research is to inform educators and policy makers about the most effective strategies for cultivating leadership qualities in students. The main question of the research: What are the important indicators of student leadership growth and which indicators have more priority? Theoretical framework Fundamentals of leadership development The theoretical framework of this study is rooted in the fundamental concepts of leadership development, which emphasizes the multidimensional nature of leadership skills. Leadership development is not just about acquiring technical skills, but involves a holistic approach that integrates cognitive, emotional and social dimensions. This study is based on the theory of transformational leadership, which focuses on the ability of leaders to inspire, motivate and enhance the potential of their followers. Transformational leaders are those who go beyond interactive interactions and create an environment where students can develop their visionary thinking and intrinsic motivation. This perspective emphasizes the importance of cultivating leadership qualities that enable individuals to lead with integrity, insight, and a deep sense of responsibility toward others (Lee et al., 2022). Social and organizational learning Another important aspect is the role of social learning and organizational behavior in leadership development. Social learning theory holds that leadership skills are often developed through observation, imitation, and interaction in a social context. In educational settings, students learn leadership behaviors by observing peers, teachers, and instructors. This study emphasizes that leadership development is a social process in which interactions within society play an important role. Additionally, schools as an organization should create environments that encourage leadership through supportive measures, positive reinforcement, and opportunities for students to take on leadership roles (Hermino & Arifin, 2020). Integrated approach to leadership skills This research supports an integrated approach to developing leadership skills, in which individual, social, and organizational elements are integrated seamlessly. This discussion argues that effective leadership development cannot happen in isolation, but requires a structured program that includes real-world experiences, reflective practices, and continuous feedback. This integrated approach is particularly relevant in educational settings, where leadership development must be tailored to meet the diverse needs of students. By integrating these elements, the theoretical framework provides a comprehensive model that educators can use to develop leaders ready to face future challenges (Allen et al., 2021). Noori (2021) investigated "Students' experiences of developing their leadership through the topic of leadership taught at the University of Technology of Malaysia" in a research. This study aims to investigate the experiences of Afghan graduate students in their leadership development through the leadership course taught at the Malaysian University of Technology. A quantitative research design was used in this research. An online survey questionnaire with 19 items was used to collect data. The findings showed that the students had a positive understanding of the leadership course. Rastegar et al., (2024) conducted their research using a qualitative method to collect data, and apply their findings in practice. Their method was a case study focusing on 18 faculty members, staff and experts of Fars Islamic Azad University. In this research, the data-based theory method has been used to identify and analyze the dimensions and components of sustainable human resource management, which begins with interviews and proceeds through data collection and coding. Research methodology The participants in this research were 19 educational management experts and principals of secondary schools in Kerman city, who were selected for the qualitative stage through purposive sampling. These experts were selected based on their extensive experience and knowledge in the field of educational leadership, ensuring that the opinions collected were both relevant and informed. The qualitative phase consisted of semi-structured interviews with these experts, which allowed for an in-depth exploration of their perspectives on student leadership development. The data obtained from these interviews have been analyzed using open and axial coding techniques and with the help of MAXQDA2020 software. In the quantitative phase, a survey was conducted among 69 directors of education departments and directors of secondary schools in Kerman. The fuzzy Delphi technique was chosen for its ability to obtain expert consensus on complex issues, making it particularly suitable for the purposes of this study. Research findings Qualitative data analysis led to the identification of 24 key indicators of student leadership development. Then these indicators were analyzed and ranked in a quantitative stage. The findings show that networking, recognizing the new generation, perceived organizational support, and talent management are among the most important indicators of student leadership growth. The results of this research are consistent with the researches of Palatic et al., (2021), Chethana et al., (2023), and Persada et al., (2019). Networking: This index appeared as the most important factor in the growth of student leadership, with a high consensus among experts. Networking is recognized for its essential role in leadership development, as it enables students to access diverse resources, perspectives, and support systems. Recognizing the new generation: this study also highlights the importance of knowing and understanding the views of the new generation. Leaders attuned to the values ​​and cultural shifts of younger cohorts are better equipped to make informed decisions that resonate with these cohorts. Perceived organizational support: Leaders who perceive adequate support from their organization feel empowered to innovate, take initiative, and effectively implement strategic initiatives. Talent management: Talent management and development in an organization is known to be critical for leadership development. Leaders who excel at talent management are those who can identify, nurture, and leverage the strengths of their team members. Conclusion This research concludes that student leadership development is a multifaceted process that requires attention to a wide range of indicators that each uniquely contribute to the overall development of leadership skills. The findings of this study emphasize the need for educational institutions to adopt a holistic approach to leadership development, one that goes beyond teaching leadership theories and focuses on cultivating practical skills and behaviors. The high importance of networking and organizational support shows that leadership growth should be embedded in the social context of the educational environment. Schools should actively create opportunities for students to collaborate with their peers and participate in leadership roles. Additionally, identifying generational changes and talent management in the educational environment is critical to ensure that leadership development is relevant and responsive to the needs of the future workforce. According to the results, the following suggestions can be considered: Evaluation of leadership programs using thematic coding, fuzzy Delphi and social network analysis to understand and strengthen students' networking skills through quantitative and qualitative assessments. Organizational support and perceived leadership outcomes be investigated using narratives, psychometric tools, coding, fuzzy Delphi, and latent class analysis to classify support levels and leadership behaviors. To study generational understanding in leadership using interviews, focused groups, assessments, coding, fuzzy Delphi and experience sampling method to collect real-time interaction data.

Abstract Abstract The aim of the present study is to identify the dimensions and components of spiritual leadership based on extra-role behaviors. The research method is applicable-developmental in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 10 academic experts as well as managers and experts in the industrial field of Kerman province with at least 10 years of management experience and a minimum of a master's degree. The sampling method in this study was purposive and the snowball method (chain referral). A part of the statistical population that was available and possible to communicate with was selected as a sample. This sampling continued until theoretical saturation was reached. The research collection tool is a semi-structured interview. Data analysis was carried out using the content analysis method, which includes open and axial coding with MAXQDA 2018 software. The results of the study showed that spiritual leadership is based on extra-role behaviors consisting of 10 dimensions and 26 components, which include: altruism, chivalry, faith, conscientiousness, membership, organizational commitment, performance feedback, dutifulness, civic virtue, respect, and honor. Introduction Neil & Biberman (2003) reported a sudden increase in books, conferences and workshops on spirituality in the workplace since around 1992, and an academic discipline in spiritual leadership has emerged. In recent years, there has been increasing attention to spiritual leadership and its significant benefits for individuals, groups, organizations and communities. Spiritual leadership can be seen as an emerging construct of a broader understanding of spirituality in the workplace (Sanaei & Khalaji, 2019). Spiritual leadership is a process in which leaders and followers influence each other in parallel, as relationships evolve over time. Spiritual leadership is also a process that has the power to change social systems and reform institutions (Javaherizadeh, 2016). Spiritual leadership, by creating sensitivity to oneself, others, and the supernatural in the individuals of the organization, makes them interested in their jobs and work; then motivates them to their work duties; and as a result, provides for their spiritual survival (Thakur & Singh, 2016). Lack of attention to the psychological aspects of the organization causes reluctance to accept individual differences and lack of attention to interpersonal relationships; meanwhile, lack of control over one's own emotions, lack of control and management of one's own and others' emotions, lack of attention to organizational extra-role behaviors, and lack of participation of individuals in decision-making jeopardize the interests of the organization (Mohammadi & Ghasemi, 2020). Extra-role behavior is perceived as a concept and in the role domain, it is closely linked to the behavioral performance of citizenship, and whatever these behaviors are perceived as behaviors within the role domain, better citizenship behavior is seen by individuals, and when employees define citizenship behavior as behavior beyond the role and participate in increasing relationships with others and generally act beyond the scope of their assigned duties, the result of this process is the progress and promotion of the organization, provided that they perceive regulatory justice to a large extent in the organization (Narenjithani et al, 2018). Accordingly, the researcher addresses the main question: what are the dimensions and components of spiritual leadership based on extra-role behaviors? Theoretical Framework of Spiritual Leadership  Spiritual leadership is the set of values, attitudes, and behaviors used to motivate oneself and others in a way that fosters spirituality and individual well-being through meaning, purpose, and belonging to oneself and others. Therefore, it requires, first, creating a vision in which the leader and followers feel meaning, purpose, and importance; and second, establishing and creating an organizational culture based on the values ​​of altruism, whereby the leader and followers feel a sense of belonging, being understood, being appreciated, being referred to, being cared for, and being appreciated by themselves and others (Khari & Sinha, 2018). Extra-role behaviors The concept of extra-role is one of the oldest political and social concepts, and has been the focus of many political and social thinkers since the time of ancient Greece. Different theorists may have different views on the importance of this concept, but in any case, its special place in the human intellectual system indicates its outstanding importance (Buil et al, 2022). Extra-role behaviors include a set of behaviors that have been called, in various ways, pro-social behaviors, organizational citizenship, helping, or combined performance (Haji et al, 2023). Extra-role behaviors are a set of behaviors considered outside the scope of mandatory behaviors of individuals in the environment. However, they play a fundamental and pivotal role in creating the desired psychological and social space in the workplace. These behaviors have become a broad and extensive field in organization and management research for at least the past 28 years (Buil et al, 2022). Ghanbarzadeh & Jafarian Yasar (2024) investigated the role of spiritual leadership in social responsibility and social capital of first-year secondary school teachers in Dareh Shahr city. The findings showed that spiritual leadership has a direct and significant relationship with social responsibility and social capital of teachers and is able to explain 25.3 percent of the variance in social responsibility and 13 percent of the variance in social capital of teachers. Other findings also showed that there was a direct relationship between spiritual leadership and social responsibility (r=0.392) and between spiritual leadership and social capital (r=0.242), at a level lower than 0.05. The result is that strengthening spiritual leadership in schools increases teachers' responsibility and social capital; education officials and planners should hold classes and courses to promote spiritual leadership knowledge for teachers. Mousavi (2023) conducted a study entitled Investigating the Relationship between Spiritual Leadership Dimensions and Job Motivation from the Perspective of Shahrekord Education and Training Staff. The findings showed that there is a significant relationship between the seven dimensions of spiritual leadership (vision, altruism, faith in work, meaningfulness in work, and organizational membership) and the job motivation of education and training staff, but there is no relationship between the other two dimensions of spiritual leadership, namely organizational commitment and performance feedback, and employee motivation. In fact, the more spiritual leadership components are applied at a higher level in the atmosphere of an educational organization and the decisions, procedures, policies, and educational missions are formulated and implemented based on the spiritual leadership dimension, the higher the level of job motivation among the employees of this educational organization. Research Methodology The research method is applicable-developmental in terms of its purpose, qualitative in terms of its implementation method, and of content analysis type. The statistical population of this study includes 10 academic experts along with managers and experts in the industrial field of Kerman province with at least 10 years of management experience and a minimum of a master's degree. The sampling method in this study was purposive and the snowball method (chain referral). A part of the statistical population that was available and possible to communicate with was selected as a sample. This sampling continued until theoretical saturation was reached. The research collection tool is a semi-structured interview. Research findings Data analysis was carried out using the content analysis method, which includes open and axial coding with MAXQDA 2018 software. The results of the study showed that spiritual leadership is based on extra-role behaviors consisting of 10 dimensions and 26 components, which include: altruism, chivalry, faith, conscientiousness, membership, organizational commitment, performance feedback, dutifulness, civic virtue, respect, and honor. Conclusion The present study was conducted with the aim of identifying the dimensions and components of spiritual leadership based on extra-role behaviors. The results of this study are consistent with the results of Ghanbarzadeh & Jafarian Yasar (2024), Mousavi (2023), Davari et al, (2023), Haji et al, (2023), Ramezani et al, (2022), Nazari & Moosavi (2022), Fallah et al, (2022), Yusefi et al, (2022), and Vu & Fry (2020). Ramezani et al, (2022) showed that the identified components had a significant relationship with spiritual leadership style. Also, the indicators of faith, virtues, spiritual atmosphere, motivation, cultural and structural were ranked first to sixth in the antecedents of spiritual leadership. Regarding the consequences of the spiritual leadership style, the indicators of moral climate, organizational health, commitment, and content were ranked first to fourth, and finally, the development of divine spirituality, the development of sustainable organizational spiritual health, the development of sustainable global spiritual health, the development of sustainable human spirituality, and the development of existential spirituality were ranked first to fifth among the new strategies of the spiritual leadership style. Considering the results obtained, the following suggestions are presented: - Investing in technical and management training, providing internship and coaching opportunities, and encouraging the acquisition of professional certificates. - Clearly and precisely defining the procedures and criteria for hiring, promoting, rewarding, and disciplining employees and ensuring their fair implementation. - Defining the organization's core values ​​(such as honesty, trustworthiness, and responsibility) and including them in the organization's code of ethics.

Abstract Abstract
The aim of the present study is to design a smart leadership model for education managers. The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population includes 12 university professors and scientific research experts with a degree in public administration, as well as education managers and experts in Torbat Heydariyeh city, who were selected through purposive sampling dependent on the selection criteria, and the selection of samples continued until theoretical saturation was reached. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed by returning to the participants and external auditors. The content analysis method and Atlas ti8 software were used to analyze the data. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results also showed that the elements of the smart leadership model for education managers are knowledge management, organizational management, team management, and pragmatic management.
Extended abstract
Introduction
Today, the issue of leadership is one of the most important topics in the field of organizational behavior, which has been discussed and practiced in various ways for a long time. In the last fifty years, when systemic theories about organizations have been formed, the issue of organizational leadership has also been an important and noteworthy topic, and various discussions and numerous researches have been presented and conducted around it. One of the approaches recently attracted the attention of management experts is intelligent leadership (Haight et al, 2017). Intelligent leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi et al, 2020). Today, future leaders consider it necessary to recognize a change pattern in order to open windows of success for themselves and seize it; and to achieve it, they need many competencies; Smart leadership as a process and competency leadership takes this into account (Marishane & Mampane, 2019). It should be noted that the goal of smart leadership is to create the necessary skills and enthusiasm to achieve organizational leadership knowledge and improve leadership intelligence within individuals. Double effectiveness, strategic and flexible thinking, operational focus, and balance are other knowledge achievements of this theory. In fact, leadership is a real phenomenon and plays a prominent role in the effectiveness of organizations (O'Brien, 2022).
Therefore, the present study, with the aim of designing and developing a model for smart leadership in education using the interpretive structural modeling technique, seeks to design and present a model for smart leadership in education, and answer the question: what the interpretive structural model of smart leadership in education looks like?
Theoretical Framework of
Leadership
Leadership is a simple yet elegant concept, which is why there are numerous definitions. Many management experts have different views on what leadership entails, but in general, they agree that leadership involves the power to influence individuals or groups to achieve goals (Amzat et al, 2020).
Smart Leadership
Smart leadership is one of the approaches that management experts have recently paid attention to; therefore, according to leadership theories in new models, an attempt is made to look at the phenomenon of leadership from a creative and intelligent angle (Ali & Rashid, 2020). Smart leadership is an exchange of ideas between a leader and followers in a specific situation, who work effectively with each other to achieve a common vision (Majlesi & Khani, 2019).
Cheraghchi (2023) states in his research that the effectiveness of manager is determined by his management and leadership style. In his research, he examined pragmatic and transformational leadership styles and their types, and showed that a manager, based on his personality and the organization in which he works, can use a specific leadership style or a combination of styles to increase progress and growth. Familiarity with different leadership styles enables an individual to analyze different situations and choose the most appropriate style. He also states that all styles can be effective in specific situations.
Toosi et al, (2022) conducted a study aimed at providing a model for smart leadership in the central organization of Islamic Azad University. In this study, the data in the qualitative section, including three stages of data coding, were analyzed through a coding process and based on a systematic design of grounded theory. The results of the qualitative section indicated the identification of smart leadership components in 5 main components, 21 subcategories, and 98 sub-indices. In the quantitative phase of the research, managers specializing in macro-planning at the middle and senior levels of the Islamic Azad University were selected as the population. The number of staff managers of the central organization of the Islamic Azad University was 114, and the number of staff managers in the provinces was 40, which made a total of 154 people selected as the statistical population. Due to the limited statistical population, the statistical sample was considered equal to the number of 154 people. To collect data from the statistical sample, a researcher-made intelligent leadership questionnaire was used. In the quantitative part, confirmatory factor analysis was first used, and then the relationships between the main indicators were identified using the structural equation model; and after confirming the relationships between the variables, an appropriate model was presented. The findings of the quantitative part showed that the final model of intelligent leadership was confirmed with 5 components of rational leadership, emotional leadership, spiritual leadership, collective leadership, and political leadership.
Research Methodology
The research method is applicable according to its purpose, and its method is qualitative and of the type of content analysis. The statistical population consists of 12 university professors and scientific research experts with a degree in public administration, along with education managers and experts in Torbat Heydariyeh city, selected through purposive sampling dependent on the selection criteria; and the selection of samples continued until theoretical saturation. The data collection tool is a semi-structured interview. The validity of the research data was examined and confirmed through feedback to the participants and external auditors.
Research findings
For data analysis, the content analysis method and Atlas ti8 software were used. The results indicate that 4 organizing themes: pragmatic management, knowledge management, organizational management, and team management were identified and confirmed; and the results as well showed that the components of the intelligent leadership model of education managers are knowledge management, organizational management, team management, and pragmatic management.
Conclusion
The present study was conducted with the aim of designing an intelligent leadership model for education managers. The results of this study are in line with the research of Cheraghchi (2023), Mohtaram & Pakbaz (2023), Fazlail & Moazzami (2023), Toosi et al, (2022), Hejazi & Hossein zadeh (2020), Ali & Rashid (2020), Keikha et al, (2019), Lang (2019), Jalali et al, (2019), Oleksiyenko & Ruan (2018), Keikha (2017), Mohamadi & Farahbakhsh (2015), Rutkauskas & Stasytyte (2013), and Mattone (2013). Lang (2019) showed that given today's changing business environment, what context and platform should be the aim of organizational leaders. Based on published research on the context and platform, this article develops a model of contextual intelligence that can be applied to develop better methods for leadership training. The model encompasses four concerns: contextual sensitivity, situational awareness and judgment, situational adaptability, and response judgment. In the next step, the article focuses on the necessary complexity that leaders must achieve if such a model is to be operationalized. This required complexity includes four components: general cognitive complexity, social complexity, affective complexity, and self-complexity.
In line with the results obtained, the following suggestions are made:
Provide funding for the electronic resource allocation and deployment system.
Design a reward and incentive system that is appropriate for innovative and collaborative employee performance.
Reduce cumbersome rules and processes based on informal structures.
Consider joint goal setting through management by objectives techniques.
Provide special budget to implement an optimal management system for economic and human investments.

Abstract Abstract
The present research was conducted with the aim of providing a local model of organizational self-leadership with an emphasis on training in non-governmental organizations, with the approach of data-based theory, in Moalem Insurance Company. This research is of a mixed type. Participants in the qualitative part are 32 people (7 women and 25 men). In the quantitative part, the statistical population is 720 employees, and the sample size was determined by using Morgan's table to be 251 people. Next, using the snowball sampling method and reaching theoretical saturation, a semi-structured interview was conducted with 18 experts from Moalem Insurance Company. In the quantitative part of the research, a questionnaire was compiled from the output of the three stages of coding and the calculated components. Content validity method was used to evaluate its validity and reliability. To analyze the quantitative data of the questionnaire; structural equation modeling method with PLS approach and Smart_PLS software were used. Based on the obtained results, the native model of organizational self-leadership was calculated.
Extended abstract
Introduction
Organizations are organized societies whose leaders are an elite class of that society (Eacott, 2018) and these elites are the creators of wealth in organizations. The biggest challenge of organizations in the 21^st century is competition based on expensive resources, which determines the survival and growth of organizations. Among these sources, organizational leadership and human resources development have a special position and importance. In today's era, human resources have found a central position in organizations in such a way that the employees of any organization are considered the most valuable productive resource of that organization (Nazifkar et al., 2023), and the type of their leadership and guidance is a fundamental and determining factor for the management of organizations. Furthermore, paying attention to the human capital has important organizational and social consequences. Self-development approach is one of the most important new approaches to the development of human capital; and one of the most important and fundamental development mechanisms of this approach is self-leadership and self-management (Abili, Mazari, 2015). Based on this, awareness of the concept of self-leadership and the factors affecting it can have significant effects on organizations and the desired performance of individuals in line with the organizational vision.
What is organizational leadership? What should be done to train efficient leaders in organizations? What is the mechanism of leadership development in organizations? Can the phenomenon of self-leadership and its effective training be useful in training effective leaders? These questions and such questions are the basic and important concerns of today's organizations, because the excellence of people, as the main assets of organizations, is one of the key duties and roles of leadership in organizations.
Theoretical framework
Leadership
Leaders are the rarest basic resource of all organizations, and the effectiveness of organizations in today's complex world, which is characterized by the emergence of new changes, implies the existence of competent leaders (Mohtaram, Pakbaz, 2023). On this basis, organizations are continuously searching for effective leaders; leaders who are focused, motivated and inspiring in the face of adversity (Mutsoli, Oginde, 2023). It is very clear that the concept of leadership has a dynamic nature like any other phenomenon, so it is not a matter of discovery but a skill that can be learned. 
Self-leadership
The term self-leadership was first proposed by Charles Manz (1986). The concept of self-leadership is the process of influencing oneself to move oneself in order to achieve the expected result (Manz, & Neck, 2009). In other words, self-leadership is a conscious exercise to control thoughts, behavior and inner feelings; and helps a person to achieve life goals. One of the most obvious abilities that can be developed in human resources is the ability of self-leadership, because self-leadership can potentially lead to creativity and innovation (Najafi Nezhad et al., 2021) as well as the career success of the organization's employees. On the other hand, in the explanation and preparation of the self-developing organization, self-leadership training can provide the sustainable development of human resources and capital and the continuous enjoyment of agile and growing human capital in the organization.
 
NGO
An organization is a purposeful group that follows a system, and has clear boundaries that separate it from its surrounding environment (Douma & Schreuder, 2017). Accordingly, a non-governmental organization is an organization that is not directly considered a part of the government structure and is established and managed with the personal funds of individuals and written articles of association. These organizations act based on their goals and vision in recruiting and cultivating human resources.
Model
A model is a representation of a system using constituent factors and a pattern of causal relationships between factors. In other words, a model is a representation of realities in which systems continuously behave in different and sometimes complex ways due to the internal interaction of components with each other and their external interaction with the environment. This diversity and complexity of the behaviors of a system prompts researchers in this field to design models and check the results by applying and making changes in it based on the desired variables and parameters to understand the complexity and describe or predict these behaviors. The first person who designed the self-leadership model was Manz (1986). Based on this model, he described self-leadership as a journey to self-discovery, a method of self-influence, a technique for self-efficacy, a source of behavioral control, and even a process of self-sufficiency.
In a research titled investigating the role of self-leadership strategies on employee creativity as a mediator of career success, Shamkhani, Kazemi Laegh (2023) finally concluded that self-leadership strategy has a positive and significant effect on creativity with a role as a mediator of employee career success.
In a research titled Self-Leadership as a Support for Empowerment, Klosel (2022) concluded that leadership empowerment should not only be considered as granting freedom of action in decision-making and action, but also the role of support in the development and performance of a role model of leaders should consciously be used; for this purpose, their self-leadership skills should also be continuously developed.
In a research titled investigating the effect of self-leadership strategies on general self-efficacy beliefs, Proios et al., (2020) concluded that self-leadership strategies help to improve the general self-efficacy of participants in organizational activities. Self-goal setting, self-reward, self-punishment, and nature reward were found to be stronger predictors.
 In a study titled Why Self-Leadership Matters, Brownin (2018) concluded that organizational leaders are more sensitive to issues internal to their organization, such as diversity and talent management. These leaders must be able to reflect on their strengths and weaknesses and turn them into learning opportunities.
Research methodology
The strategy used in the current research is Data-based (Strauss and Corbin). The community of participants (qualitative part) is 32 people and the statistical community (quantitative part) is 720 people. The data collection tool in the qualitative part of the research was a semi-structured interview, which was conducted using the snowball sampling method with 18 experts until reaching theoretical saturation. Also, in order to collect information in the quantitative part of the research, a questionnaire was compiled and made available online to the statistical community of the quantitative part of the research. To analyze the data, the information went through the three steps of coding in such a way that the researcher selected the components while converting them into categories and aggregating and explaining the interrelationship of the categories, finalized the process of achieving a systematic theory by putting these categories together around one central category. In order to analyze the data in the quantitative part of the research, model fitting based on the structural equation model was used through Smart-PLS software.
Research findings
In the qualitative part, the central phenomenon of the research was determined; the category of organizational self-leadership with an emphasis on training in non-governmental organizations. Also, causal conditions with 7 categories, intervening conditions with 9 categories, background conditions with 7 categories, strategies with 9 categories and finally consequences with 5 categories were counted.
In the quantitative part of the research, all categories have a factor loading above 0.50 at the confidence level of 0.95. On the other hand, the basis of significance of the items is that the significant number is greater than the value of ±1.96, which indicates the significance of factor loadings. In the model fitting output, CMIN/DF index was obtained equal to 1.515. The comparative fit indices are more than 90% and the economic indices are also greater than 0.5. Also, the RMSEA index was 0.043, which is less than 0.05. Therefore, the structural model of the research was confirmed.
Discussion and conclusion
The current research was conducted with the aim of presenting the indigenous model of organizational self-leadership with an emphasis on training in non-governmental organizations. Based on the findings of this research, the main category of statistics is self-leadership training at the individual and organizational level. The results calculated in this study are consistent with the results obtained in the following studies; Manz (1986), Browning (2018), Shamkhani & Kazemi Laegh (2023), Abdolmaleki & Khorasani (2019), Muller & Niessen (2019), Daud (2020), Proios et al., (2020), Liu et al., (2023), and Mousavi et al., (2020).
Since self-leadership is a set of thinking, speaking, and acting skills that increase individual performance, improve performance efficiency, creativity and innovation and individual effectiveness; therefore it can be taught. In order to achieve this goal, including the subject of self-leadership skills in elementary school and high school courses; and further, expanding its education in the higher education system can play an essential role in the generation of self-leadership in the society. It is also very clear that training self-leadership skills at the organizational level also leads to self-responsibility, job satisfaction, entrepreneurship, a sense of trust between the members of the organization, better communication in the group, and ultimately more correct group decisions.

Abstract The aim of the current research was to design the competency model related to ambidextrous leadership in social systems; It should be noted that the current research is applied in terms of its purpose, the qualitative research approach and the research method are meta synthesis. To conduct this research, the seven stages of Sandelovski and Barso (2007), which have the necessary comprehensiveness, were used. In order to ensure and validate the search process and achieve the research findings, the expert team consisting of four educational management specialists formed the members of the research meta synthesis team. The sources of research data collection were the existing articles and texts about ambidextrous leadership from 2010 to 2023.The findings of this research showed that the model of ambidextrous leadership competencies includes 32 basic themes in 9 organizing themes with the titles: 1. "Individual competencies";   2. "Communication skills"; 3. "Professional-management skills";       4. "participatory management skills"; 5. "Planning skill and strategic thinking"; 6. "Ability to lead change"; 7. "Inclination to increase knowledge"; 8. "The ability to respond to the environment while paying attention to internal coherence"; 9. "The ability to apply contingency management". It should be noted that the output of this research can be provided to the managers and planners of organizational development in order to consciously develop the capabilities and skills of managers at different organizational levels, knowing the factors that influence ambidextrous leadership competencies. Extended abstract Introduction In the last century, various organizations have experienced amazing changes in their processes and areas of activity. The key mission of organizations, which until the 1960s was to expand the scale of production and focus on the quantity of organizational output, turned to increasing the quality of products and services as well as reducing costs. In this era, the managers of the organization tried to make maximum use of the internal resources and assets of the organization and always improve the productivity and efficiency of their organization. But in the 1990s, with the expansion of the competitive environment between organizations, it became clear to the managers of the organization that in a competitive world, only focusing on productivity and efficiency is not enough to maintain the competitive advantage and also the survival of the organization in the long term; Rather, the flexibility and ability to respond to changes and environmental expectations, as well as paying attention to components such as agility, the capacity to change strategic focus and quick and timely response to the evolving and changing environment, as basic axioms for survival and improving the performance of organizations. They play a key role. Accordingly, in the current world, the ability to discover new and innovative ways to create value has become one of the main axes of the strategic thinking of organization leaders (Gastaldi, Lessanibahri, Tedaldi & Miragliotta, 2022). On the other hand, organizations today are facing the fourth industrial revolution, which the complexity of physical and digital realities has created and expanded a complex and unique competitive environment for organizational activity. (Culot, Nassimbeni, Orzes & Sartor, 2022). In this situation, organizations are under pressure to be efficient in the short term and have a competitive performance, but also to be flexible in the long term and operate with an innovative approach; In other words, organizations must be ambidextrous (Derbyshire, 2014). According to March (March, 1991), duality includes exploitation (managing the current position and resources of the organization) and exploration (adapting to environmental changes and continuous innovation); Ambivalence is the ability of an organization in two dimensions of exploration and exploitation in order to increase its competitive power in complex and changing environments, which requires durability and survival, flexibility, development and maintenance of competitive advantage and exploration of potential opportunities in the environment. (Mom, Chang, Cholakova & Jansen, 2019). In fact, expectations and environmental developments are the factors of pressure on organizations in the direction of moving towards bilateral development; In addition to being completely superior in their current operations and improving their functional areas both in terms of quantity and quality, they also strive to innovate and discover new opportunities (Herzallah, Gutierrez-Gutierrez & Rosas, 2017). Therefore, the existence of ambidextrous leaders who can improve the two basic aspects of improving the organization's performance in the current world, i.e. exploitation and exploration, with competence and acquiring the necessary skills, is considered a competitive advantage and a key factor for success in organizations; By considering the environmental dynamics as well as the internal requirements of the organization, ambidextrous leaders establish a smart balance between the two dimensions of exploitation and exploration; Because they believe that the relationship between leadership behavior and the performance of the organization is not a linear and formulated relationship that works in every situation, but the conscious movement of the organization between construction and innovation, guarantees adaptation to the environment and as a result, improves the performance of the organization (Rosing, Frese & Bausch, 2011). Therefore, knowing the characteristics and competences of ambidextrous leaders is considered a vital necessity to guide the organization in dynamic and changing interactive environments. Therefore, in the present study, an attempt was made to study the available sources and texts about the competencies of ambidextrous leaders, the components related to Ambivalent leadership should be identified and investigated. The output of this work can provide useful information to managers and organizational development planners in order to improve the leadership skills of managers according to organizational and environmental requirements. Theoretical framework Organizational ambidexterity refers to the ability of an organization to simultaneously pay attention to exploration and exploitation; The exploitation aspect means that an organization is cultivating the potentials and capacities that it currently and from the past; However, the exploration aspect deals with the creation of innovation, knowledge and the discovery and use of new resources and capabilities (Stokes, Moore, Moss, Mathews, Smith & Liu, 2015). In the new approaches, it is suggested that the ability to simultaneously pursue the exploitation and exploration and cultivation of these two dimensions in employees is the best way to promote innovation and increase the performance of today's organizations. This argument led to the emergence of ambidextrous structure and ambidextrous leadership (Zarb, De La Robertie & Zouaoui, 2017). Ambivalent leadership is considered a new theory in leadership that was proposed by Rasing, Fars and Bush (2011); In their research, these researchers came to the conclusion that ambidextrous leadership can best stimulate and guide innovation; Because he is able to simultaneously use the exploratory skills and the exploitative skills required for the innovation process. In this style of leadership, the leader's open behaviors support exploratory activities and against the closed behaviors of the leader, they support exploitative activities. Finally, Rasing et al. (2011) have defined ambidextrous leadership by combining the aforementioned behaviors as follows: "The ability to cultivate both exploratory and exploitative behaviors in followers by increasing or decreasing variability in their behavior and being flexible. in changing between these two types of behavior". Methodology The upcoming research is applied in terms of purpose, qualitative research approach and meta-composite research method. The purpose of the present synthesis is to discover the basic findings of various studies in the form of concepts; Therefore, to conduct this research, the seven stages of Sandelovski and Barso (2007), which have the necessary comprehensiveness, were used. The validity of the research data was taken into consideration by using the techniques of reliability and transferability through the self-review of the researchers and the alignment of the data and reliability in the process of collecting information as well as the transparent report of the process of obtaining the research data (Lincoln & Guba, 1985). Research findings What are the components of the competency model related to strong leadership? The ambidextrous leadership competency theme network (subordinate) shows that the ambidextrous leadership competency model consists of an overarching theme, 9 organizing themes, and 32 basic themes. Conclusion In today's complex world where continuous and fast-paced changes occur, organizations are faced with turbulent environments that do not allow managers, like in the distant past, with a closed approach to the interactive environment and only by focusing on the components and processes within the organization to continue their effective activity. In fact, every change and transformation, however small in the interactive environment, has a direct or indirect reflection on the performance of organizations. Therefore, in order to survive and be effective in today's world, organizations need leaders who, in addition to being skilled in managing the processes and internal affairs of the organization, by looking at the components of the interactive environment, also discover the opportunities in the environment and use this opportunity for the benefit of the organization. and with knowledge and awareness of existing threats and dangers, use weapons such as innovation, creativity, flexibility and all-round readiness for change in different dimensions and levels to confront and protect against these threats. equip in the shortest possible time; In the world of management, such leaders are known as ambidextrous leaders, and in this regard, in this research, an effort was made to discover and identify the dimensions of competence of ambidextrous leaders through a deep study of reliable and relevant scientific sources. The result of the study and investigation in related sources showed that ambidextrous leaders benefit from 9 categories of competence or special ability. In general, it can be said that maintaining the survival and efficiency of organizations in today's complex world, whose distinctive feature is the emergence of new changes, implies the existence of competent leaders who, by maintaining a balance between open behaviors, means creating a platform for the emergence of creativity, freedom of action and ideation. among employees and closed behaviors in the sense of standardizing activities to monitor the good performance of employees, institutionalize the two important dimensions of exploration and exploitation in the atmosphere of the organization; Such ambidextrous leaders with a correct understanding of the actual capabilities of the organization and awareness of potential environmental opportunities as well as intelligent prediction of the future developments of the surrounding world, while they have the ability to challenge the current situation of the organization and the desired situation and idea draw the future of the organization, improve the self-confidence and intellectual power of the subordinates in order to take risks and express themselves in ideation and independent implementation of ideas in order to shorten the path of the existing and desirable state of the organization; And this is while the control and monitoring of the quality of the current processes of the organization does not remain far from the prudent eyes of the two-handed leaders.