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Developing and Validating a Teacher-Leadership Model in the Education System Using a Mixed-Methods Approach
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Afshin Abedinia1    , Adel Zahed Babelan * 2, Mahdi Moeinikia1 , Ali Khaleghkhah1 |
1- University of Mohaghegh Ardabili,
2- University of Mohaghegh Ardabili, , zahed@uma.ac.ir |
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Abstract: (161 Views) |
Objective: This study aimed to develop and validate a teacher-leadership model in the education system.
Method: This research was conducted using a sequential exploratory mixed-methods approach. Initially, the qualitative section of the study identified the dimensions and components of teacher-leadership through a meta-synthesis method. The qualitative sample included all papers published on teacher leadership from 2012 to 2023, with 48 studies selected through purposive sampling. The selected papers were analyzed using open, axial, and selective coding, and a conceptual model of teacher-leadership was developed. Subsequently, the quantitative section validated the proposed model using a correlational method based on structural equation modeling. The quantitative sample included all principals and teachers of public elementary schools in Talesh, Iran, totaling 744 individuals. According to Morgan’s table, 257 individuals were selected through proportional random sampling. The data collection tool was a researcher-made questionnaire, whose validity was confirmed by experts and reliability calculated using Cronbach’s alpha (0.93). Quantitative data is analyzed using confirmatory factor analysis in the structural equation modeling by SPSS and SmartPLS4 software.
Results: The findings indicated that teacher-leadership in the education system comprises five main dimensions and 15 sub-components: continuous development and improvement (student learning improvement, teacher professional development, improvement of classroom management and teaching), participatory culture (collaboration, sharing, and participatory decision-making), capacity building (facilitation of changes, comprehensive support, and extracurricular communication), leadership behavior (vision development, inspiration, and influence), and professional ethics (ethical considerations, commitment, and appreciation).
Conclusion: The people associated with education can use this model to implement teacher-leadership in schools and benefit from its advantages. |
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| Keywords: Teacher leadership, Education, Learning, School. |
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Full-Text [PDF 1267 kb]
(46 Downloads)
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Type of Study: Research |
Subject:
other
Received: 2024/04/29 | Revised: 2024/11/16 | Accepted: 2024/07/11 | ePublished ahead of print: 2024/07/19 | Published: 2024/11/17 | ePublished: 2024/11/17
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