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

Subject Areas : Human Resorces Training

Firas Abdollah Abed ¹ , Ebadollah Ahmadi ^{2 *} , Haidar muhsen salman Al-shuwaili ³ , Kobra Emami ⁴

1 - PhD student, Department of educational management, Isf.c., Islamic Azad University, Isfahan,Iran
2 - Associate Professor, Department of Educational Management, Marv.C., Islamic Azad University, Marv.C., Iran
3 - Associate Professor, Department of Educational Management, Dhi Qar University, Dhi Qar, Iraq
4 - Assistant Professor, Department of Educational Management, Isf.c., Islamic Azad University, Isfahan, Iran

Received: 2025-02-27 Accepted : 2025-04-30 Published : 2025-06-05

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.

References:

ابوالعلایی، بهزاد، (۱۳۹۶). فرمول رهبری، تهران، انتشارات سازمان مدیریت صنعتی
Chang، Chae Young. Besel، Karl. (2020). Cultivating next generation of healthcare leaders in Havana: Barriers and recommendation for succession planning. International Journal of Healthcare Management. Volume 14، 2021 - Issue 4. Pages 1062-1070
Savaneviciene، A.، Ciutiene، R. & Rutelione، A. (2014). Leadership competencies during turmoil. Social and Behavioral Sciences، 156:41 – 46.
Rahardja، U. Moein، A. Lutfiani، N. (2018). Leadership، competency، working motivation and performance of high private education lecturer with institution accreditation B: Area kopertis IV Banten province. Man India 97 (24)، 179-192.
موسی زاده، زهره، عدلی، مریم. (1388). معیارهای انتخاب و انتصاب مدیران با رویكرد شایسته گزینی در نهج البلاغه، اندیشه مدیریت، شماره اول.
Cochran، G. (2009). Developing a Competency Model for a ٢١th Century Extension Organization، Ohio State University، a doctor of dissertation.
Draganidis، F.، & Mentzas، G. (2006). Competency based management: a review of systems and approaches. Information Management & Computer Security.
Lucia، A. D.، & Lepsinger، R. (1999). Art & science of competency models. Jossey-Bass San Francisco، CA.
Senge، P. M. (2006). The fifth discipline: The art and practice of the learning organization. Broadway Business.
مهدی، یاسمن، حسین پور، محمد و مهر علیزاده، یدالله. (1402). مدل پارادایمی توسعه رهبری آموزشی مدیران مراکز آموزش عالی استان فارس. نوآوری‌های مدیریت آموزشی، ()، -.
صحرائی بیرانوند، مهدی، شمس مورکانی، غلامرضا و پیری نرگسه، راحله. (1402). شناسایی الگوی پیشایندها و نتایج خودتوسعه‌ای رهبری در سازمان‌ها. فصلنامه مطالعات مدیریت راهبردی، 14(55)، 161-189.
فضلعلی، بهشته و معظمی، مجتبی. (1401). تأثیر سبک رهبری سازمانی بر مدیریت منابع انسانی ضمن تأکید برنقش میانجی‌گر محیط کار رقابتی. فصلنامه مدیریت و چشم‌انداز آموزش، 4(4)، 114-142.
Sonmez، E. D.، & Gokmenoglu، T. (2023). The impact of principals’ distributed leadership behaviors on teachers’ attitudes toward multiculturalism: Social justice leadership as mediator. Education and Urban Society، 55(4)، 433-462.
Liljenberg، M.، & Wrethander، M. (2023). Leadership for school improvement–linking learning to leading over time. Professional Development in Education، 49(1)، 30-44.
Gómez-Leal، R.، Holzer، A. A.، Bradley، C.، Fernández-Berrocal، P.، & Patti، J. (2022). The relationship between emotional intelligence and leadership in school leaders: A systematic review. Cambridge Journal of Education، 52(1)، 1-21.