Document Type : Research Paper
Authors
1 Assistant Professor of Educational Management, Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran
2 Master's student in Educational Management, Department of Educational Sciences, University of Kurdistan, Sanandaj, Iran.
Abstract
The present study aimed to identify and explain the professional strategies of school principals in order to achieve responsible leadership in the context of Iranian education. This study was conducted using a qualitative approach and a data-based theorizing strategy, based on the constructivist approach of Charms. The participants of the study included 12 principals of public elementary, junior high, and senior high schools in Kermanshah city, who were selected through purposive sampling based on specialized criteria and until theoretical saturation was reached. The data were collected through semi-structured interviews and analyzed using a three-stage coding method (open, axial, and selective). The research findings showed that principals' professional strategies for responsible leadership can be categorized into four main categories: participatory culture (including holding councils, delegating authority, and teacher participation), good communication based on trust (including active listening, empathy, and constructive feedback), resilience to problems (including accepting differences and resisting external interference), and leadership based on moral and professional growth. These strategies emphasize the principal's role as a responsible nurturer, active listener, and participatory leader and can pave the way for rebuilding trust, strengthening educational justice, and improving the school's human environment.
Keywords
- Responsible leadership
- grounded theory
- school principal
- professional strategies
- participatory culture
Main Subjects
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