Curriculum leadership modeling for head master in Iran

Subject Areas : Research in Curriculum Planning

nahid fazli ¹ , Ali Khalkhali ² , nader naderi ³ , javad soleimanpuor ⁴

1 - PhD Student in Educational Management, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
2 - Associate Professor, Department of Educational Management, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
3 - Assistant Professor, Department of Management and Entrepreneurship, Faculty of Economics and Entrepreneurship, Razi University, Kermanshah, Iran.
4 - Assistant Professor, Department of Educational Management, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.

Received: 2020-07-13 Accepted : 2022-07-26 Published : 2022-08-23

Keywords: curriculum leadership, Curriculum, head master, grounded theory method,

Abstract :

Curriculum leadership is recognized as a key component of improving the education system. Considering the vital role of principals in this sector, the present study was conducted with the aim of designing a model for curriculum leadership by head master. The approach that was taken in this research included a combination of sequential-exploratory type which was used in the qualitative part of the Grounded Theory method and in the quantitative part of the descriptive-survey method. The community studied includes faculty members, educational management experts, curriculum specialists, and head master. The data from the interviews in the qualitative section were analyzed by open, axial and selective coding and prioritized in the quantitative section with Friedman's test. The results showed that causal factors (including the need to form macro goals of education, the need for continuous improvement in the process of education and the need to implement an effective curriculum) are the basis of curriculum leadership by head master, which focuses on decentralize the education system, explaining the position of headmaster as curriculum leaders, appointing qualified head master and empowering them, cooperation of head master with teachers, awareness of students and parents about the curriculum, attracting extra-organizational cooperation, renewal of culture and Curriculum enrichment and regular monitoring of its implementation as a strategy for developing leadership curriculum head master, It causes individual, organizational and social consequences.

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