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Showing 2 results for khaleghkhah
Mr Afshin Abedinia, Dr Adel Zahed Babelan, Dr Mahdi Moeinikia, Dr Ali Khaleghkhah,
Volume 9, Issue 2 (10-2024)
Abstract
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.
Prof Ali Khaleghkhah, Mr Nader Heidari Raziabad, Mr Vahid Rahimzadeh, Prof Şahin Filiz,
Volume 9, Issue 4 (2-2025)
Abstract
Objective: This study designs and validates a model for developing spiritual leadership in primary schools in Ardabil.
Method: The research was applied in terms of purpose, mixed-method (qualitative followed by quantitative) in data nature, and exploratory sequential in execution. In the qualitative phase, the grounded theory method was used. The statistical population for the qualitative phase included experts and university professors in the field of educational sciences in Ardabil Province. Sampling was conducted using purposive theoretical sampling, and based on the principle of theoretical saturation, 12 participants were selected. The data collection tool in the qualitative phase was a semi-structured interview, the validity of which was confirmed through content validity, and its reliability was verified using inter-coder agreement. Qualitative data were analyzed using a three-stage coding process (open, axial, and selective). The quantitative phase was descriptive-correlational. The statistical population included all primary school teachers in Ardabil (N = 2600), of whom 335 were selected through cluster random sampling based on Cochran’s formula. The data collection tool was a researcher-made questionnaire based on the findings of the qualitative phase. Quantitative data were analyzed using structural equation modeling (SEM) and confirmatory factor analysis (CFA).
Results: The findings indicate that the model for developing spiritual leadership in primary schools in Ardabil is categorized under the following themes: human interactions, family and community participation, staff empowerment and professional growth, development of managerial skills, management of crisis and challenge, strengthening values and ethics, creating a supportive organizational culture, and promoting spiritual learning in schools. The model was validated and demonstrated a good fit (p < 0.05).
Conclusion: The results of this study show that spiritual leadership in primary schools is a multidimensional concept rooted in human, ethical, and managerial factors. The proposed model provides a better understanding of this concept and can serve as a foundation for managerial actions in this field. |
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