Indicators and components of self-development of managers in the school-centered management approach
Subject Areas : Education
morteza hejrati
1
,
aliakbar ajam
2
,
hosien momenimahmouei
3
1 - PhD student in Educational Management, Department of Educational Governance and Human Capital, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
2 - Department of Educational Sciences, Islamic Azad University, Torbat Heydariyeh, Iran
3 - Associate Professor of Curriculum Studies, Department of Educational and Curriculum Studies, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
Keywords: school-centered management, self-development, educational leadership, meta-synthesis,
Abstract :
Objective: School-centered management, as one of the new educational approaches, with an emphasis on decentralization and independence of schools, plays an important role in improving educational quality. On the other hand, self-development of educational leadership is one of the key tools for empowering managers and increasing their effectiveness in this direction. In recent years, considerable attention has been paid by researchers to examining the dimensions and components of these two areas. Therefore, the present study was conducted with the aim of identifying and explaining the dimensions and components affecting the school-centered management model and self-development of educational leadership.
Materials and Methods: This study used a qualitative method with a meta-synthesis approach. Research data were collected and analyzed based on Roberts' six-stage model. For this purpose, relevant articles were searched and collected within the specified time period (domestic: 1404–1400 and foreign: 2024–2020). The research population included all relevant domestic and foreign articles (237 articles), of which 30 articles were selected purposefully after content and subject screening. The data were reviewed using thematic content analysis method, and to ensure the validity of the results, the criteria of researcher self-review and peer review (rater agreement coefficient) were used.
Discussion and Conclusion: The analysis of the findings showed that the dimensions and components of school-centered management and self-development of educational leadership are organized into four main dimensions: cultural-contextual factors (including political conditions, organizational norms, social conditions, organizational norms, legal-political support, economic resources), organizational-structural factors (including organizational processes, organizational monitoring and control), individual-personality factors (including endogenous motivation, professional competencies, continuous learning), and managerial-meta-sectoral factors (including managerial support and strategic planning capabilities). The results of this study, by providing a comprehensive picture of the influential dimensions, can help design local models and efficient strategies to improve the quality of school management and develop educational leadership.
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