تدوين و اعتبار سنجي مقياس رهبري تربيتي معلمان در مدارس ابتدايي با تأكيد بر سند تحول بنيادين

Developing an‎d validating the pedagogy leadership scale for teachers in elementary schools with an emphasis on the fundamental transformation document

علوم تربيتي

The aim of this research was to develop an‎d validate the scale of educational leadership for teachers in elementary schools with an emphasis on the fundamental transformation document; which was carried out using a mixed method (sequential exploratory). In the qualitative part, the necessary data were first collected by studying theoretical an‎d research foundations (library an‎d electronic documents) an‎d analyzed using the content analysis method; using purposive sampling an‎d snowball sampling an‎d based on the fundamental transformation document of education an‎d training, semi-structured interviews were conducted with 15 experts an‎d specialists with experience an‎d knowledge in the field of education until theoretical saturation was reached. The quantitative part of the research was conducted in two stages; in the first stage, the content validity of the scale was examined with the opinions of 8 experts an‎d the content validity index (CVR) was examined with the opinions of 9 professors an‎d researchers in the field of educational sciences. In the second stage, a researcher-made questionnaire extracted from the qualitative section was distributed among a sample of 336 elementary school teachers in Isfahan (based on the Krejci an‎d Morgan (1970) table an‎d using simple ran‎dom sampling method) an‎d data were collected. Data analysis was combined. Qualitative data were coded using thematic analysis approach based on the Atride-Stirling (2001) perspective an‎d MAXQDA software at three levels of basic themes, organizing themes, an‎d overarching themes. Quantitative data were also analyzed using descriptive an‎d inferential statistics an‎d with the help of SPSS23 statistical software. The findings showed that the teacher educational leadership model based on the fundamental transformation document consists of 6 general dimensions (areas) an‎d 24 sub-components that can be proposed as a comprehensive framework for this concept, including: 1) The belief, worship, an‎d moral area (creating a favorable spiritual environment an‎d space, practical modeling an‎d role-playing, deepening knowledge an‎d making beliefs believable, cultivating ethics an‎d responsibility, linking religion with life an‎d the contemporary world) 2) The scientific an‎d technological area (cultivating critical an‎d research thinking, changing the teacherʹs role from a source of information to a facilitator of learning, purposeful use of technology in the service of learning, promoting lifelong an‎d self-directed learning) 3) The social an‎d political area (teaching an‎d practicing active citizenship skills, strengthening teamwork, participation an‎d social responsibility, modeling an‎d role-playing of the teacher as a responsible citizen, linking the school with society an‎d real issues, accompanying parents, an‎d overcoming obstacles) 4) The biological an‎d Physical (practical modeling an‎d role modeling (health as action), practical education an‎d theorizing health, creating a supportive environment an‎d enriching the educational space, a holistic view of the student as "human capital", seeking participation an‎d using the capacities of society) 5) Aesthetic an‎d artistic field (cultivating creativity an‎d divergent thinking through art, art as a language of expression an‎d management of emotions, creating a safe, rich an‎d aesthetic environment, changing attitudes an‎d specializing in art education, linking art with cultural identity an‎d spirituality) 6) Economic an‎d professional field (changing attitudes from passive job seekers to active entrepreneurs, practical an‎d experience-based training in economic an‎d professional skills, career guidance an‎d talent identification from elementary school, integrating economic literacy an‎d soft skills in the curriculum, modernizing the educational system an‎d seeking participation).

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