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طراحی و اعتبار سنجی الگوی معلم رهبری در نظام تعلیم و تربیت.

طراحی و اعتبار سنجی الگوی معلم رهبری در نظام تعلیم و تربیت.

Authors :
افشین عابدی نیا
عادل زاهد بابلان
مهدی معینی کیا
علی خالق خواه
Source :
Applied Issues in Islamic Education; 2024, Vol. 9 Issue 2, p47-68, 22p
Publication Year :
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 teacherleadership in schools and benefit from its advantages. [ABSTRACT FROM AUTHOR]

Details

Language :
Persian
ISSN :
25883151
Volume :
9
Issue :
2
Database :
Complementary Index
Journal :
Applied Issues in Islamic Education
Publication Type :
Academic Journal
Accession number :
181668775
Full Text :
https://doi.org/10.61186/qaiie.9.2.47