Document Type : Scientific - Research
Assistant Professor, Department of Educational Science & Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
, Shahid Chamran University
Objective: The purpose of this study is to investigate and explain the skills required of general education principals in leadership of schools in the corona and post-corona period due to the changes caused by this crisis.
Materials and Methods: This research is applied in terms of purpose and qualitative in terms of synthesis. The scope of research and the main sources of data collection are numerous researches that have been done in connection with the skills required by public school principals in leading a virtual school inside and outside Iran. In accordance with the thematic relationship and after observing the entry and exit criteria, 47 samples were selected. In the next steps, information coding and classification was performed and the result of combining the categories and the results of the analysis led to the extraction of a conceptual framework related to the skills required by school principals in the general education course in school leadership.
Discussion and Conclusion: In general, the skills required by public school principals in virtual school leadership were extracted in nine categories and 38 codes. The category of "interpersonal skills and participation" includes eight codes of communication, virtual cooperation, the importance of communicating with parents and arranging regular and regular meetings, flexibility, open-mindedness, working interactions with peers and people from other disciplines, and It was a working group. The category of "cognitive and problem solving skills" is divided into three skills: discussion, decision making and critical thinking. The category of "self-regulatory skills" included codes of organization, professional development, time management, planning, and self-discipline. The category of "creative and innovative skills" is divided into three codes of motivation (internal, external), creativity and transparency. The category of "adaptation to new technology" is divided into three skills: information and communication technology, acceptance of the use of modern tools, equipment and technologies, and new media literacy. The category of "individual traits" is divided into eight skills: building trust, supporting teachers and students, responsibility, creating psychological and social security, risk-taking, positive attitude, moral behavior, kindness and compassion. "Leadership skills include the four skills of evaluating the performance of others, monitoring, giving feedback, and managing conflict through the student, respectively." "Global Citizen Skills" is divided into two skills: understanding and having multicultural and intercultural competencies, and understanding individual needs, diversity, and differences. And "leadership styles" were categorized as transformational, interactive, and distributive. In general, paying attention to and strengthening these skills in the post-coronary period can be effective in improving the quality of learning and academic achievement of students in the general education course.