مدل مفهومی رهبری آموزشی در مدارس نوظهور: زیست‌بوم‌های یادگیری پویا و آینده‌محور

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران

چکیده

رهبری آموزشی مدارس نوظهور، به‌عنوان رویکردی نوین در هدایت و راهبری مدارس، معطوف به پاسخ‌گویی نظام‌مند به تحولات شتابان فناورانه، اجتماعی و شناختی در آموزش معاصر است. بر این اساس، هدف پژوهش حاضر شناسایی ابعاد و مؤلفه‌های رهبری آموزشی مدارس نوظهور و ارائه مدلی مفهومی برای راهبری مؤثر این مدارس است. پژوهش با رویکرد کیفی و به روش تحلیل محتوای کیفی استقرایی انجام شد. میدان پژوهش را استادان خبره مدیریت آموزشی در سطح کشور در بازه زمانی ۱۴۰5–۱۴۰4 تشکیل دادند که با بهره‌گیری از روش نمونه‌گیری هدفمند ملاک‌محور و تا دستیابی به اشباع نظری انتخاب شدند و در نهایت، ۲۱ نفر به‌عنوان مشارکت‌کننده در پژوهش حضور یافتند. داده‌ها از طریق مصاحبه‌های عمیق نیمه‌ساختاریافته گردآوری شد. تحلیل داده‌ها با استخراج واحدهای معنا، تولید کدهای اولیه، شکل‌دهی مقوله‌های اصلی و انتزاع مضامین فراگیر انجام گرفت و اعتباریابی یافته‌ها با تأکید بر راهبرد مثلث‌سازی در سه سطح صورت پذیرفت. یافته‌های پژوهش نشان داد الگوی رهبری آموزشی مدارس نوظهور در زیست‌بوم‌های یادگیری پویا و آینده‌محور مبتنی بر هفت بُعد اصلی است؛ شامل رهبری چشم‌اندازمحور و آینده‌نگر، رهبری یادگیری و تحول تدریس، رهبری فناورانه و هوشمند، رهبری مشارکتی و توزیعی، رهبری امنیت شبکه داده‌ها، رهبری برنامه‌ریزی راهبردی و رهبری اخلاقی و مراقبتی. در مجموع، نتایج حاکی از آن است که الگوی پیشنهادی می‌تواند مدیران آموزشی را در ارتقای پویایی، انعطاف‌پذیری و بالندگی مدارس نوظهور یاری رساند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A Conceptual Model of Educational Leadership in Emerging Schools: Dynamic and Future Oriented Learning Ecosystems

نویسنده [English]

  • Zeinab Sadeghi
Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran.
چکیده [English]

A B S T R A C T
Educational leadership in emerging schools, as a novel approach to school guidance and administration, is oriented toward systematically responding to the rapid technological, social, and cognitive changes in contemporary education. Accordingly, the purpose of the present study was to identify the dimensions and components of educational leadership in emerging schools and to propose a conceptual model for their effective leadership.This study adopted a qualitative approach and employed inductive qualitative content analysis. The research field consisted of nationally recognized experts in educational management during the period 2025–2026, who were selected through criterion purposive sampling until theoretical saturation was achieved. In total, 21 participants took part in the study. Data were collected through in depth semi structured interviews.Data analysis involved the extraction of meaning units, generation of initial codes, formation of main categories, and abstraction of overarching themes. Trustworthiness of the findings was ensured through triangulation at three levels. The findings revealed that the educational leadership model for emerging schools within dynamic and future oriented learning ecosystems is grounded in seven core dimensions: visionary and future oriented leadership, leadership for teaching and learning, technological and smart leadership, participatory and distributed leadership, Data Network Security Leadership, Strategic Planning Leadership and ethical and caring leadership. Overall, the results indicate that the proposed model can support educational leaders in enhancing the dynamism, flexibility, and developmental capacity of emerging schools.

کلیدواژه‌ها [English]

  • Educational Leadership
  • Emerging Schools
  • Conceptual Model
  • Learning Ecosystems
Ahmadi S M, Khalkhali A, Kazempour E. (2025). Educational Leadership Through the Mirror of Time: From Historical Roots to Contemporary Perspectives. SELMJ. 1(4), 71-85. [In Persian].
Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). New York, NY: Routledge.
Bahtiar, H., & Qasabandiyah, M. K. (2025). 21st-Century Educational Leadership: A Review of Core Theories, Managerial Perspectives, and Emerging Trends. Journal of Teaching and Education for Scholars2(2), 88-102.
Brynjolfsson, E., & McAfee, A. (2014). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. New York, NY: W. W. Norton & Company.
Bryson, J. M. (2018). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement (5th ed.). Hoboken, NJ: Wiley.
Day, C., & Gu, Q. (2010). The new lives of teachers. London, UK: Routledge.
 
 
Don, Y., Raman, A., Daud, Y., Kasim, K., & Omar Fauzee, M. S. (2015). Educational leadership competencies and Malaysia education development plan 2013-2025. Humanities and Social Sciences Review4(3), 615-625
Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
Fullan, M., & Donnelly, K. (2013). Alive in the swamp: Assessing digital innovations in education. London, UK: Ontario Institute for Studies in Education.
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin Press.
Haghighi, Razieh. (2023). Educational Leadership and Its Role in Improving School Quality. In Proceedings of the Seventh International Conference on Management, Education, and Educational Research in Education Systems. [In Persian].
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching, 6(2), 151–182.
Heidari, Leida, & Mousavi, Farank. (2025). Special Issues of Management and Leadership in Achieving the New Missions of Schools. Mental Health In School, Vol. 3, No. 2 (Serial No. 10), pp. 23–33. [In Persian].
Heydarifard, Reza. (2016). The Role of Innovative Educational Leadership in Creating an Innovation Culture in Schools. The Second National Conference on Educational Sciences and Psychology. [In Persian].
Javidpour M, Zahed Babelan A, taqavi H, moeinikia M. Identifying the challenges of developing innovative leadership in quality education organizations. Educ Strategy Med Sci 2024; 17 (3) :257-268 [In Persian].
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
Jokar, Khadijeh. (2024). An Examination of Modern Leadership Models in Schools and Their Role in Educational Advancement. The First National Conference on New Attitudes in Educational Issues, Ramshir. Retrieved from https://civilica.com/doc/2243144[In Persian].
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. London, UK: Pearson.
mohammadi, A. and Nasiri, M. (2025). Identifying and prioritizing the primary and basic requirements for smartening schools (Case study: Khuzestan province). Technology and Scholarship in Education, 5(1), 9-23. doi: 10.30473/t-edu.2024.72115.1172
Mukhtar, S., Razak, A. Z. A., Setiyowati, N., & Adni, M. A. (2025). Educational leadership innovation: a recent comprehensive structured review. Journal of Education and Learning (EduLearn)19(4), 2342-2350.
Naghipour, Asghar, & Rasouli, Ghader. (2024). An Analysis of School Principals’ Experiences in Applying Educational Leadership Styles: A Qualitative Thematic Analysis. Educational Sciences Research, Vol. 1, No. 1, Winter, pp. 137–154. [In Persian].
Nezafati, Zahra, & Karamati‑Toulai, Saeed. (2025). Creative Leadership in Schools: Strategies for Strengthening Educational Innovation from Within the School System. The Sixth International Conference on Management, Culture, and Art Studies. [In Persian].
Noddings, N. (2013). Caring: A relational approach to ethics and moral education (2nd ed.). Berkeley, CA: University of California Press.
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: Sage Publications.
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (4th ed.). New York, NY: Routledge.
Tajfar, A. H. and Panahi, M. (2025). Predicting the innovative behavior of employees of technology companies based on the application of artificial intelligence. Technology and Scholarship in Education, 5(2), 9-21. doi: 10.30473/t-edu.2025.73584.1247
  • تاریخ دریافت: 03 اسفند 1404
  • تاریخ بازنگری: 04 اردیبهشت 1405
  • تاریخ پذیرش: 11 اردیبهشت 1405
  • تاریخ اولین انتشار: 11 اردیبهشت 1405
  • تاریخ انتشار: 01 تیر 1405