Developing a Conceptual Model Framework for Integrated Educational Leadership in a Smart Environment

Document Type : Scientific - Research

Authors

1 Ph.D. Student in Educational Management, Faculty of Management and Accounting, Farabi College, University of Tehran, Qom, Iran

2 Associate Professor, Faculty of Management and Accounting, Farabi Colleges, University of Tehran, Qom, Iran

Abstract

Objectives: The present study seeks to provide a conceptual model of integrated educational leadership in a smart environment. This leadership style seeks to create a coordinated and efficient educational system that helps improve the quality of teaching and learning by using modern technologies and comprehensive data.
Materials and Methods: This research is a type of fundamental research using a qualitative method, and its method is a systematic review of the literature along with an analysis of the contents of selected sources with a meta-synthesis approach. To collect information, the method of library and document studies was used, and through a systematic review of the literature, more than 3000 primary sources were examined over the last ten years, from 2014 to 2024. After initial filtering and removal of duplicate sources, to find the primary relationship between sources, after entering the data into the Zotero resource management software, the RIS output was taken and by importing this output into the Vos Viewer scientometrics software, a map and visual representation of the keywords used in previous studies were provided. Finally, 119 sources were selected according to the entry and exit criteria, and by analyzing the data using the meta-synthesis and coding method, the characteristics, functions, and components of the concept were identified, and the conceptual framework was developed. To improve the validity and reliability of the research, the researcher's pluralism method was used in the sense of testing the reliability among the coders. In the present study, an attempt has been made to present a comprehensive and clear definition of the concept of integrated educational leadership in the smart environment in the form of an exploratory design so that it can be used as an applied model by educational managers and leaders at the level of schools, universities, and other educational institutions.
Discussion and Conclusions: As a result of the aggregation and classification of the collected codes, four main components for the concept of integrated educational leadership in a smart environment were identified, including leadership style, smart education, learning, and stakeholders. From the 447 initial codes, 9 concepts for leadership style were obtained, including educational leadership, transformational leadership, participatory leadership, collaborative leadership, distributed leadership, smart leadership, technology leadership, and digital leadership; from the 133 initial codes, 3 concepts for smart education were extracted, including smart technology, education system, and curriculum; from the 75 initial codes, 11 concepts for smart learning were identified, including personalized, adaptive, autonomous, interactive, feedback-based, practice-based, project-based, flipped, collaborative, group, and lifelong learning; and from the 158 initial codes, 10 concepts for stakeholders were obtained, including students, teachers, professors, developers, technology specialists, organizations, industry, parents, evaluators, and supervisors. In the extracted research model, leadership style refers to the method and approach that a leader chooses to manage and direct their group or organization. These styles can be diverse and different depending on various variables such as organizational culture, type of tasks, characteristics of team members, and different situations. In practice, different styles can be combined and proceed in a specific way for leadership in specific situations. Also, each leadership style has its advantages and limitations, and choosing the right style depends on the conditions and characteristics of the organization and team in question. In addition, a smart educational environment uses different technologies and systems to improve educational processes and provides educational leaders with facilities and tools that are effective in improving the quality of education and educational management. An examination of the concepts extracted from the coding of selected sources in a systematic review shows that not all of these concepts are of the same type, but the meaningful classification of these concepts as categories led us to a clear framework of the relationship between different dimensions. According to this research, different understandings of this concept do not mean that the understandings are completely different and distinct from each other. Rather, it means considering this concept from different perspectives of leadership, education, technology, and stakeholders.

Keywords

References

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