Presenting the development of teacher leader competencies based on the theme analysis model

Firas  Abdollah Abed ¹ ( PhD student in Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran )
Ebadollah Ahmadi ² ( Assistant Professor, Department of Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran )
Haidar  muhsen salman Al-shuwaili ³ ( Associate Professor, Department of Educational Sciences, Dhi Qar University )
Kobra  Emami ⁴ ( Assistant Professor, Department of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran )

Submited date : 2025-02-27 Accepted date : 2025-04-30

Keywords: Model, Competencies, leader, teacher,

Abstract :

*Introduction and Purpose:* This study aimed to develop a model for enhancing teachers' leadership competencies using a thematic analysis approach (autumn 2023). 

*Methodology:* The research employed a qualitative methodology, utilizing semi-structured interviews and validated texts as data collection tools. The sample size, determined by theoretical saturation, included 20 purposively selected experts in leadership, academic scholars, and educators from the educational sector. Data analysis was conducted using MAXQDA-2020 software, adhering to Attride and Stirling’s (2011) thematic analysis framework. 

*Findings:* The proposed model for developing teachers' leadership competencies comprises six dimensions: self-efficacy, teaching-learning, self-leadership, empowerment, professional development, and interpersonal skills. These dimensions encompass 27 components: self-regulation, autonomy, self-empowerment, monitoring, instruction, quality groups, delegation, team-building, process improvement, innovation, theorizing, re-engineering, foresight, transparent communication, motivation, collaboration, school climate, school well-being, self-assessment, succession planning, accountability, content analysis, curriculum design, teaching methods, academic achievement, and classroom management. The validity of the components was confirmed using Guba and Lincoln’s four criteria (credibility, transferability, dependability, and confirmability). The model’s reliability was verified through focus group discussions. 

*Discussion and Conclusion:* The findings suggest that educational stakeholders’ attention to the identified indicators could enhance teachers’ professional efficacy.  

*Note:* This translation maintains formal academic structure, precise terminology, and contextual accuracy. Key methodological terms (e.g., "thematic analysis," "theoretical saturation") and frameworks (e.g., Attride and Stirling, Guba and Lincoln) are preserved. Dates and software names are presented as specified, with Persian calendar dates converted to Gregorian equivalents.

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