Identifying the optimal model of educational leadership in education (Case study: school principals of the first elementary school in Tehran)
Document Type : Scientific-Research Article
Authors
1 Ph.D. Student of Education Management at Islamic Azad University
2 Assistant Professor of Educational Sciences at Islamic Azad University
3 Professor of Educational Sciences, Islamic Azad University- Islamshahr Branch
Abstract
The aim of this study was to present the model of educational-oriented leadership in cultural organizations with emphasis on school principals in the first elementary school in Tehran. The research was an exploratory mixed method (qualitative and quantitative) that required the required data in the qualitative section (based on grounded theory) and quantitative (based on cross-sectional survey method). In the qualitative section, the statistical population included experts and specialists in the field of educational leadership who were selected by targeted sampling method and snowballs. Data were collected using a semi-structured interview. Then it was completed with the help of Delphi technique and brainstorming. The results of coding based on Grounded theory led to the identification of 248 indicators, 39 components and 5 dimensions including belief dimension, dimension of work and environment, dimension of leadership style, dimension of organizational and work ability of leader and dimension of personal, intellectual and emotional characteristics of leadership. The study population in a quantitative section included all school principals in the first elementary school in Tehran (415 people). The Cochran's formula was used to determine the sample size, and 199 individuals were identified and randomly selected from the sample class. Data analysis using the confirmatory factor analysis test showed that the findings of the quantitative section are exactly the same as the qualitative section. According to the obtained results, it can be said that the obtained pattern is more comprehensive than other patterns, and on the other hand, this pattern is only suitable for the characteristics and implications of the first elementary period. Therefore, applying and implementing this model can be of great help to effective educational leadership in the first elementary period school.
Keywords
رهبری اثربیب سا مانی با رویکرد الگوی اسلامی-ایرانی پیشرف . ت مدیریت در دانشگاه
.01-113 ،)1( اسلامی، 3
اکرامی، محمود ) 1332 (. الگوی رهبری نمو شی در دانشگاههای دولتی ایرا ، فصلنامه پژوهب
.)3( و برنامهری ی در نمو ش عال ، ی 0
الهی، نسرین ) 1301 (. طراحی الگوی نمو ش اثربیب در پرستاری: مطالعه کیفی-گراندد
نظری . ه رساله دکتری تیصصی، دانشکده علوم پ شکی دانشگاه تربیت مدرس.
ساعتچی، محمود و ع ی پور شوبی، علیاکبر ) 1333 (. طراحی الگوی رهبری اثربیب
.1-13 ،)11( دانشگاه ، ی دانشور رفتار، 12
الام اده، داریوش ) 1303 (. رهبری: استنتاج درسهایی ا بافت سا ما . تهرا : انتشارات ترمه.
لوسیر، رابرت و نکورا، کریستوفر) 1301 (. رهبری اثربیب، ترجمه علیاکبر فرهنگ . ی مرتضی
رفیع جها دیده، تهرا : انتشارات خجسته.
مقیمی، سید محمد ) 1303 (. مبانی سا ما و مدیری . ت تهرا : انتشارات راهدا .
Abdullah, J. B., & Md Kassim, J. (2011). Instructional Leadership and
Attitude towards Organizational Change among Secondary Schools Principal
in Pahang, Malaysia. Procedia- Social and Behavioral Sciences Journal, 15:
3304-3309.
Association of Christian Schools International. (2014). The Christian School
Leadership Framework. ACSI.
Azeiteiro, U. M., Bacelar-Nicolau, P., Caetano, F. J. P., & Caeiro, S. (2014).
Education for sustainable development through e-learning in higher
education: experiences from Portugal. Journal of Cleaner Production, 11(2):
226.
Bush, T. & Glover, D. (2002). School Leadership: Concepts and Evidence.
Nottingham: NCSL.
335 ، سال بیست و ششم، شمارة دوم )پیاپی 65 (، پائیز و زمستان 9318
Bush, T. (2008). From Management to Leadership: Semantic or Meaningful
Change? Educational Management. Administration and Leadership, 36(2):
271–288.
Bush, T. (2013). Instructional Leadership and Leadership for Learning:
Global and South African Perspectives. Education as Change, 17(S1): S5–
S20.
Bush, T., and D. Glover. (2003). School Leadership: Concepts and
Evidence. Nottingham: National College for School Leadership.
Bush, T., and D. Glover. (2012). Distributed Leadership in Action: Leading
High Performing
Leadership Teams in English Schools. School Leadership & Management,
32(1): 21–36.
Bush, T., Coleman, M. and Si, X. (1999). Managing secondary schools in
Chin. Compare, 28(2): 183-96.
Bush, Tony. Glover, Derek. (2014) School leadership models: what do we
know? School Leadership & Management: Formerly School Organization,
34(5): 553-571
Day, Christopher. Sammons, Pamela. (2016). Successful school leadership.
Education Development Trust. The University of Nottingham.
Duckett, H. & Macfarlane, E., (2003). Emotional Intelligence and
Transformational Leadership in Retailing. Leadership & Organization
Development Journal, 24: 309-317.
Goodman. J.K, & Malkoc, J. (2012). Choosing here and now versus there
and later: the moderating role of psychological distance on assortment size
preferences. J. Consum. Res, 39 (4): 751–768.
Herbest, Joel David. (2003).Organizational servant leadership and its
relationship to secondary school effectiveness. Doctoral Dissertation, Florida
Atlantic.
Hersey, Paul & Blanchard, Kenneth & Dewey, Johnson. (2006).
Management of organizational behavior. 6th Ed. Euglewood Cliffs. N.J.
Prentice-Hall. P.91.
Ho, C. K., Ke, W., & Liu, H. (2014). Choice decision of e-learning system:
Implications from construal level theory. Information & Management,
10(61), 223-227.
Kuchinke, PK. (1999). Leadership and culture. Human resource
development quarterly. 10.
Leithwood, K., D. Jantzi, and R. Steinbach. (1999). Changing Leadership
for Changing Times. Buckingham: Open University Press.
رهبری آموزشی در آموزش و پرورش دوره ابتدایی )مریم شهرابی فراهانی و همکاران( 335
Lineburg, P. N. (2010). The Influence of the Instructional Leadership of
Principals on Change in Teachers’ Instructional Practices. Doctoral
dissertation, the Virginia Polytechnic Institute and State University.
Los Angeles Unified School District. (2016). LAUSD School Leadership
Framework. LAUSD Professional Learning and Leadership Development
Branch.
Ontario Principals Council. (2014). Preparing Principals & Developing
School Leadership Associations for the 21st Century. Exemplary Leadership
in Public Education. Ontario Principals Council.
Pennsylvania Department of Education. (2014). Framework for Leadership.
Pennsylvania Department of Education, 2014.
Root, Edward. L. et al. (2005). Maryland Instructional Leadership
Framework. Maryland State Department of Education. Baltimore, Maryland.
Scott, Geoff. (2015). School Leadership Capability Framework. State of
NSW, Department of Education and Training- Professional Learning and
Leadership Development Directorate.
Strang, S. E & Kkuhnert, K. W. (2009). Personality and leadership
Developmental Levels as predictors of leader performance. The leadership
quarterly, 20(3): 421-433.
Tng, Cheong Sing. (2009). An Educational Leadership Framework Based on
Traditional and Contemporary Leadership Theories. E-Leader Kuala
Lumpur, 2009.
Trope, Y., Liberman, N., & Rim, S. (2011). Prediction: A Construal-Level
Theory Perspective. In Predictions in the Brain: Using Our Past to Generate
a Future Oxford University Press.
Waters, Tim. Cameron, Greg. (2012). The Balanced leadership framework:
connecting vision with action. Mid-continent Research for Education and
Learning (McREL).
Winston, B. E., & Patterson, K. (2006). An integrative definition of
leadership. International journal leadership studies, 11(2): 6-40.
Yukl, G. A. (2002). Leadership in Organizations. 5th ed. Upper Saddle
River, NJ: Prentice-Hall.
)