نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری ، رشته مدیریت دولتی ، دانشگاه مدیریت و اقتصاد ، دانشگاه آزاد اسلامی واحد علوم وتحقیقات
2 استاد گروه علوم تربیتی ، عضو هیئت علمی دانشگاه تربیت مدرس ، تهران ، ایران
3 استاد گروه مدیریت دولتی ، عضو هیئت علمی دانشگاه آزاد واحد علوم وتحقیقات ،تهران ، ایران
4 استادیار گروه مدیریت دولتی ، عضو هیئت علمی دانشگاه آزاد ، واحد تهران جنوب ، تهران ، ایران
کلیدواژهها
عنوان مقاله English
نویسندگان English
The Islamic Revolution of Iran has entered its second phase. Reflecting on the first phase's successes and failures in education, alongside the rapidly changing global landscape, highlights the need to re-evaluate and modify the teacher's role. This is crucial for effectively influencing students to achieve the educational goals of the Islamic Republic of Iran. This study aims to elucidate the effects and consequences of training teachers as leaders in Iran's education system. The research employs a mixed-method approach (qualitative and quantitative). The qualitative section’s statistical population includes experts in organizational behavior, human resources, and education. Sampling was conducted until theoretical saturation was reached with 14 individuals through purposeful sampling. Following semi-structured interviews, the research model was designed.
In the quantitative section, data were collected using a researcher-made questionnaire. The content validity of the questionnaire was confirmed by experts, and its reliability was determined through Cronbach's alpha, which exceeded 0.7 for all variables. The findings indicate that the impacts and consequences of teachers as leaders can be categorized into four dimensions. The first dimension is the impact on the teachers themselves, with three components (emerging from isolation, capacity building, and job satisfaction) across eight indicators. The second dimension is the impact on students, with three components (creating a safe learning environment, fostering an enjoyable learning atmosphere, and behavior change) across nine indicators. The third dimension is the impact on colleagues, with two components (effective teaching modeling and synergy) across six indicators. The fourth dimension is the impact on the school, with two components (creating a professional learning community and team building, and increasing social capital) across six indicators.
The study's results can be instrumental in developing a professional qualification system for teachers, reforming recruitment and retention policies, and providing a solid foundation for future research.
کلیدواژهها English
