Achievements of transformational educational leadership based on the document of fundamental change in education

Subject Areas :

Ismail Amini ¹ , Jahangir Yari Haj Ataloo ² , Zarrin Daneshvar Harris ³

1 - PhD Student in Educational Management, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran.
2 - Assistant Professor, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran
3 - Assistant Professor, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran

Received: 2022-01-05 Accepted : 2022-03-16 Published : 2022-02-20

Keywords: Education Organization, Grounded Theory Approach, fundamental change document, transformational educational leadership,

Abstract :

The aim of this study was to determine the achievements of transformational educational leadership based on the document of fundamental change in education. This research was a mixed method approach. The statistical population in the qualitative section included faculty members, school principals and principals and experts of the education staff. The sampling method was purposeful and theoretical. In a small part, all school principals and teachers of West Azerbaijan province in the academic year 1398-99 were 26 thousand people, which according to Cochran's formula, the number of sample members was determined to be 378. The data collection tool was semi-structured in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part. The reliability of the instrument was confirmed using Cronbach's alpha. The data approach was used to analyze the data in the qualitative part and a one-sample t-test was used to analyze the quantitative data. The findings showed; The achievements of transformational educational leadership included: educational, upbringing, positive economical, negative economic, social positive, social negative, professional growth and development of colleagues and school excellence and efficiency. Quality of education improvement had the first priority and achieving organizational goals, increasing service motivation among teachers and having more social status were the second to fourth priorities.

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