Abstract
This research aims to investigate the impact of educational management on students’ academic success, teachers’ job satisfaction, school efficiency, and parental involvement in Kianpars district schools in Ahvaz. This study is applicable in its objective and correlational in its design. The statistical population includes students, teachers, and parents of secondary schools. A total of 320 participants were selected using stratified random sampling. Data were collected using structured questionnaires with a five-point Likert scale, and their reliability was confirmed with a Cronbach’s alpha coefficient between 0.85 and 0.90. The SPSS software was used for data analysis.
The findings revealed that educational management has a significant positive correlation with students’ academic success (r = 0.65), teachers’ job satisfaction (r = 0.60), school efficiency (r = 0.70), and parental involvement (r = 0.55) (Sig < 0.01). Multivariate regression analysis indicated that educational management can explain 42% of the variance in academic success, 36% of the variance in job satisfaction, 49% of the variance in school efficiency, and 30% of the variance in parental involvement. Furthermore, the ANOVA test confirmed significant differences between different levels of educational management and the dependent variables (Sig < 0.001).
These results suggest that educational management plays a key role in improving academic performance, job satisfaction, school efficiency, and parental participation. Therefore, it is recommended that educational managers and policymakers create an optimal learning environment for students by implementing targeted management programs, enhancing teachers’ professional skills, and encouraging parental involvement.
Introduction
The educational system of any country serves as the foundation for sustainable development and is a crucial factor in shaping human capital (Khiati et al., 2024). The quality of this system largely depends on the type of management and the way educational processes are implemented in schools. In today’s world, characterized by rapid technological, social, and cultural changes, traditional approaches to educational management are no longer adequate to meet the needs of the learning system (Liu et al., 2025). Consequently, the necessity for transformation in modern educational management styles is increasingly felt (Hoque et al., 2023).
Educational management, in its broad sense, encompasses the planning, organizing, directing, supervising, and evaluating of all educational and nurturing activities at the school and educational system levels. The primary objective of this type of management is to enhance learning quality and achieve desirable educational outcomes through the optimal utilization of human, financial, and physical resources (Zhipeng and Abd Rahman, 2024). In essence, the school principal is not merely a supervisor or executor but a learning leader who, through effective management, can directly influence teacher motivation, student learning, and parental engagement (Assefa, 2025).
The experience of successful educational systems has demonstrated a direct relationship between effective educational leadership and students’ academic success (Zhou et al., 2025). Principals who employ participatory, learning-centered, and transformational management styles are generally more successful in creating a positive school climate, enhancing teachers’ professional commitment, and increasing parents’ sense of belonging. By focusing on continuous learning, regular performance evaluation, and encouraging innovation in educational processes; these leaders facilitate the improvement of school efficiency and dynamism (Thamrin et al., 2024).
Therefore, the fundamental question of this research is: To what extent and how can educational management influence students’ academic success, teachers’ job satisfaction, school efficiency, and parental interaction with the school?
Theoretical Framework
Educational Management
Educational management, as one of the primary pillars of the education system, encompasses a set of activities involving planning, organizing, directing, and supervising the teaching-learning process in schools (Olujuwon, 2024; Jahan & Atiq, 2023).
Job Satisfaction
Teachers’ job satisfaction is significantly influenced by the school’s management style. Principals who adopt a collaborative and supportive approach create an environment where teachers feel valued and a sense of belonging to the organization (Abun et al., 2022).
Salarichine & Rastegari (2025) investigated the impact of an educational management model on the change in attitude and academic progress of pre-service teachers in the primary education field. The results indicated that the application of this model led to a positive shift in attitudes and an improvement in the academic performance of pre-service teachers. Students in the experimental group showed significant changes in their attitudes and academic progress compared to the control group. Qualitative analyses also revealed increased motivation and satisfaction among these students regarding the teaching process and the use of active learning methods. Therefore, this study confirmed the positive and significant impact of the educational management model on the attitudes and academic progress of pre-service teachers and offered suggestions for improving its implementation in educational settings.
Mohammadi (2025) examined the effect of educational management on enhancing teaching and learning quality in schools. Findings showed that employing modern management approaches, such as participative management, strategic planning, and the utilization of new technologies, significantly improves teacher performance and student academic achievement. Furthermore, conducting continuous training courses for principals and teachers, and fostering a supportive organizational culture are factors that increase staff motivation and elevate the quality of education. This study also touched upon challenges like resistance to change, limitations in financial and human resources, and the lack of alignment between educational and management policies, offering solutions to overcome these obstacles. Thus, the formulation and implementation of macro-policies based on educational management can lead to fundamental changes in the education system.
Research Methodology
The present study is applicable in terms of its objective, and is a correlational research design. The statistical population includes students, teachers, and parents of secondary schools, from which 320 individuals were selected using stratified random sampling. The data collection instrument was a structured questionnaire with a five-point Likert scale, and its reliability was confirmed by a Cronbach’s Alpha coefficient ranging between 0.85 and 0.90.
Research Findings
Data analysis was performed using SPSS. The findings revealed a positive and significant correlation between educational management and the dependent variables:
• Student academic achievement 
• Teacher job satisfaction
• School efficiency
• Parental involvement
All correlations were significant at.
Multiple Regression Analysis indicated that educational management could explain a substantial portion of the variance in these variables:
• 42% of the variance in academic achievement
• 36% of the variance in job satisfaction
• 49% of the variance in school efficiency
• 30% of the variance in parental involvement
Furthermore, ANOVA tests confirmed significant differences among different levels of educational management and the dependent variables.
These results underscore the key role of educational management in enhancing academic performance, job satisfaction, school efficiency, and parental engagement. Consequently, it is recommended that educational leaders and policymakers implement targeted management programs, enhance teachers’ professional skills, and encourage parental participation to foster an optimal learning environment for students.Result and Conclusion
The present study aimed to investigate the impact of educational management on students’ academic success, teachers’ job satisfaction, school efficiency, and parental engagement in schools in the Kianparash district of Ahvaz city. The findings are consistent with previous research.
Salarichine and Rastegari (2025) demonstrated that implementing an educational management model resulted in positive attitude changes and improved academic progress among pre-service teachers. These outcomes align with the current study’s results, indicating a positive effect of educational management on students’ academic achievement.
Similarly, Mohammadi (2025) emphasized that modern management approaches, such as strategic planning and the use of educational technologies, significantly enhance teacher performance and student academic progress. These findings are also in line with the current results, particularly regarding teachers’ job satisfaction and school efficiency.
Research by Ahmadi et al. (2024) and Behzadifar et al. (2023) further indicated that effective educational management requires decentralization, proactive leadership, and optimal use of educational technology to improve the learning process and produce positive differences in educational performance.
Therefore, policymakers and educational leaders are advised to develop and implement effective management strategies, support teachers and families, and create the groundwork for improving learning quality and school-centered development.