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Identifying Behaviors and Dimensions of Teaching-Learning Leadership of Elementary School Principals: A Qualitative Research | ||
| School Administration | ||
| مقاله 8، دوره 9، شماره 4، اسفند 2021، صفحه 133-147 اصل مقاله (1.16 M) | ||
| نوع مقاله: Qualitative Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.2021.034 | ||
| نویسندگان | ||
| Bijan Abdollahi* 1؛ Azar Bahrami2؛ Hamidreza Arasteh3؛ Hossain Abasian4 | ||
| 1Professor, Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran. | ||
| 2PhD Student of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran | ||
| 3Professor of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran | ||
| 4Assistant Professor, Department of Educational Administration, Kharazmi University, Tehran, Iran. | ||
| چکیده | ||
| A general consensus has been created on the need for the presence of effective school leaders who have can improve the quality of teaching-learning. Instructional leadership is a comprehensive activity which provides learning opportunities for teacher professional development and student academic achievement. This study was qualitative of descriptive- exploratory type. Thematic analysis and themes network were used to identify the behaviors and dimensions of instructional leadership. In order to collect and identify themes, theoretical foundations and opinions of experts in this field were extracted and coded by analyzing the sources published texts during 1990-2018 which were indexed in databases. Due to the large number of sources, a number of them were selected based on sample criteria. In the present study, the coding first was done manually by studying the teaching- learning leadership-related articles and documents (line by line) and computer coding was done with MAXQDA after completing the manual coding. Then, the results of these two codings were compared with each other, and the Holsti’s approach was used to calculate the reliability, the reliability of which was 0.92.. Findings indicated that instructional leadership has eight dimensions, 25 components and 177 behaviors whose dimensions include defining the school’s vision, school-based supervision, action research, the teacher professional development, preparation, monitoring of the teaching-learning process, distributive leadership, and curriculum management. | ||
| کلیدواژه‌ها | ||
| instructional leadership؛ school-based supervision؛ teacher professional development؛ thematic analysis | ||
| مراجع | ||
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