Maryam Barihi; Hossein Abdullahi
Abstract
This study aimed to identify the foundations for implementing educational leadership in elementary schools. The research employed a qualitative approach using a case study method. Two non-profit girls' primary schools, Takrim and Fazeh, were selected for this study. These schools, guided by a religious ...
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This study aimed to identify the foundations for implementing educational leadership in elementary schools. The research employed a qualitative approach using a case study method. Two non-profit girls' primary schools, Takrim and Fazeh, were selected for this study. These schools, guided by a religious framework, utilized diverse strategies to enhance the quality of education and training. The participants included 24 individuals (teachers, educational assistants, and principals) from these schools. Semi-structured interviews were conducted with 20 participants until theoretical saturation was achieved. Data were collected through researcher-designed semi-structured interviews and analyzed using a qualitative content analysis method. The data were categorized into open, axial, and selective codes. This study identified four key domains for the implementation of educational leadership. The organizational domain encompasses goal-setting and vision development programs for employees, evaluation and effectiveness plans, employee participation in decision-making, effective communication strategies, time management, and professional development initiatives for managers. The student-focused domain includes individual development plans, educational and skill-building programs, as well as self-awareness and knowledge enhancement initiatives. The teacher-focused domain comprises empowerment and self-awareness programs, while the family-focused domain involves educational and skill-building programs and initiatives to raise awareness of the school’s approach. These domains collectively form the foundational frameworks for achieving effective educational leadership.
marziye ghasemirad; Abbas Abbaspour; hamid rahimian; Hossein Abdullahi; morteza taheri
Abstract
The current research was conducted with the aim of presenting a model for designing learning centers for faculty members of Allameh Tabatabai University in order to empower them. A mixed method and an exploratory design were used to conduct this research. The statistical population in the qualitative ...
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The current research was conducted with the aim of presenting a model for designing learning centers for faculty members of Allameh Tabatabai University in order to empower them. A mixed method and an exploratory design were used to conduct this research. The statistical population in the qualitative section was all related research documents from 2000 to today and university professors, specialists and informants familiar with the learning center and faculty members. This research also used a semi-structured interview. Sampling in the qualitative part was done purposefully and data analysis in this part was done in the form of foundation data with thematic analysis approach in three stages of open, central and selective coding. The statistical population of the research in the quantitative part of the research included the faculty members of the university, 250 of whom were randomly selected. Spss and Amose software were used for data analysis in this part. In the qualitative section, 5 main codes representing the dimensions of empowerment and 9 central codes representing the components of the dimensions were identified. Also, the number of 50 open codes was determined, which was reduced to 28 after the merger. Based on the dimensions, the skills needed by the faculty members of Allameh Tabatabai University in the direction of empowerment are: social factors, economic factors and educational factors. The results of the factor analysis which was done by Emus software also showed that the measurement scale in all factor analysis indicators is at a desirable and acceptable level.