عنوان مقاله [English]
Objective: The purpose of this study was to identify the dimensions, components and indicators of educational leadership for the management of the first primary school in Tehran, because leadership is a key factor in improving organizational performance and the success or failure of the organization depends on the effectiveness of leadership at all levels.
Materials and methods: The research in terms of purpose is applied, in terms of data, quality is based on the grounded theory method, and in terms of the nature of implementation, it is descriptive. The research population consisted of experts and experts in the educational leadership field and university teachers with research and operational background related to the educational leadership subject. Sampling was done using a targeted snowball sampling of 18 people for interviews. After interviewing and summarizing the information, with the help of the data theory of the foundation, the categorization and encoding of concepts was made and the final model was obtained. In order to determine the validity of the findings, the data were adapted by studying the theoretical foundations and research background, interviewing the focal subjects, and obtaining the views and guidelines of a group of experts. Before the coding, a final review was done. The use of special procedures for coding and analyzing symbols and symbols and the rich description of the data was used to determine the external validity of the findings from the techniques of obtaining theoretical saturation. To determine the validity of the findings, data gathering techniques were used from multiple sources, analysis of negative cases and flexibility of the method, which all indicated the reliability and validity of the research findings.
Discussion and conclusion: The results showed that the educational leadership model of managers of primary schools in Tehran has 248 indicators, 39 components, and 5 dimensions. Dimensions and components obtained are as follows: belief (value, visualization, comprehensiveness, meditations and flexibility), work structure and environment (educational evaluation, educational supervision, management of the learning process, learning development, professional development, educational discourse, and modeling), leadership style (administrative/managerial, collaborative, developmental, distributive, interactive, libertarian, emotional, educational, ethical and contingent), organizational and managerial ability (direction, analysis, and judgment, management improvement, Organizational capability, organizational culture, organizational climate, effective communication, veracity authority) and personal, intellectual and emotional characteristics of leadership (influence, insight, challenging, inspiring, encouraging, determined, sensitive, divergent thinking, interests and individual motives and value). After interviewing the experts, 224 indicators, 33 components, and 4 dimensions were identified, which were removed, modified and added by performing the Delphi technique and brainstorming in selective coding. Finally, 248 indicators were classified into 39 components and 5 dimensions. Therefore, the results indicate that it is necessary to provide a model of educational leadership appropriate to primary schools' specific characteristics in Tehran. Its implementation at the primary school level requires the full support of education officials and decision-makers.