Identifying and Ranking the Dimensions of Resonant Leadership with the Curriculum Planning Approach in Schools of Education of Mazandaran Province
محورهای موضوعی : Curriculum Design and Development
MohammadGhasem Saeedi
1
(
PhD Student of Educational Management, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran
)
Mohammad Salehi
2
(
Associated Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran
)
Farshideh Zameni
3
(
Associate Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran
)
کلید واژه: Schools, Curriculum planning, education, Resonant Leadership,
چکیده مقاله :
Purpose: This research was conducted with the aim of identifying and ranking the dimensions of resonant leadership with the curriculum planning approach in schools of education of Mazandaran province.Methods: This study in terms of purpose was applied and in terms of implementation method was descriptive form type of survey. The study population was school managers of Mazandaran province in the 2018-19 academic years with the number of 4865 people. The research sample according to Cochran's formula was estimated at 359 people who were selected based on the multi-step cluster sampling method with respect to the ratio of courses. Data were collected by a researcher-made questionnaire whose face and content validity was confirmed by expert’s opinion and tool construct validity was confirmed by exploratory factor analysis and its reliability was calculated 0.87 by Cronbach’s alpha method. Data were analyzed by exploratory factor analysis and Friedman test in SPSS software version 19.Finding: The results of the exploratory factor analysis showed that the dimensions of resonant leadership with the curriculum planning approach in schools had five leadership dimensions including the coaching (5 items), linking (5 items), psychological (5 items), democratic (4 items) and deep-view (4 items) that these five dimensions together were able to explain 80.04% of the total variance. The results of the Friedman test showed that the leaderships dimensions of coaching, linking, psychological, democratic and deep-view had higher ranks, respectively.Conclusion: Based on the results of the present study, in order to improve resonant leadership with the curriculum planning approach, can be improved the leaderships dimensions of coaching, linking, psychological, democratic, and deep-view, respectively via workshops
Abesy S, Ghandhari MT, Alvedari H, Hozoori MJ. (2020). Identifying and evaluation of antecedents and
consequences of managers' self-efficacy with role of consistent leadership in knowledge enterprise organizations. Quarterly Journal of Career & Organizational Counseling, 12(44), 161-186.
Afkhami Rohani H, Rahmanseresht H, Koushazade SA. (2012).The effect of resonant leadership on organizational commitment the mediating role of trust and knowledge sharing. Transformation Management Journal, 4(7), 91-109.
Ali R, Kashif M. (2020). The role of resonant leadership, workplace friendship and serving culture in predicting
organizational commitment: The mediating role of compassion at work. Revista Brasileira de Gestao de
Negocios, 22(4), 799-819.
Askari Deefe J, Salehi M, Yousefi Saeedabadi R. (2020). Investigating the components of servant leadership in
Tehran educational. Jundishapur Education Development Journal, 11(Special Issue), 200-212.
Azizi Nejad B. (2018).Study of the effect of resonant leadership on organizational performance by the mediating role of team empowerment among managers and personnel in Payame Noor University. Journal of New Approaches in Educational Administration, 9(4), 27-46.
Casale KR. (2017). Exploring nurse faculty incivility and resonant leadership. Nursing Education Perspectives, 38(4), 177-181.
Ghasempour Dehaghani A, Nasr Isfahani AR. (2011). Spiritual approach and curriculum planning. Scientific Journal of Islamic Education, 19(13), 71-92.
Laschinger HKS, Wong CA, Cummings GG, Grau AL. (2014). Resonant leadership and workplace empowerment:
The value of positive organizational cultures in reducing workplace incivility. Nursing Economics, 32(1), 5-15.
Males LM, Sstniker A. (2019). Planning with curriculum materials: Interactions between prospective secondary
mathematics teachers’ attention, interpretations and responses. International Journal of Educational Research, 93, 153-167.
Malkki H, Paatero JV. (2015). Curriculum planning in energy engineering education. Journal of Cleaner Production, 106, 292-299.
Piri M, Attaran M, Kiamanesh AR, Hosseinnejad GR. (2011). School-based curriculum development: A strategy to decentralize the curriculum system. Journal of Curriculum Research, 1(1), 1-27.
Sarsabili N. (2007). Transition of Iran's curriculum planning system towards decentralization in curriculum design and development, with emphasis on school-based curriculum planning. Science Research, 1(4), 49-68.
Smith ML. (2016). Resonant leadership and emotional intelligence in plastic surgery leadership. Plastic and
Reconstructive Surgery, 4(10), 1105.
Smith TE, Reinke WM, Herman KC, Sebastian J. (2021). Exploring the link between principal leadership and family engagement across elementary and middle school. Journal of School Psychology, 84, 49-62.
Turk EW, Wolfe ZM. (2019). Principal's perceived relationship between emotional intelligence, resilience, and
resonant leadership throughout their career. International Journal of Educational Leadership Preparation, 14(1),
147-169.
Wagner J. (2010). Exploring the relationships among spirit at work, structural and psychological empowerment,
resonant leadership, job satisfaction, and organizational commitment in the health care workplace. A thesis
Doctor of Philosophy, University of Alberta.
Zeinabadi HR, Mohammadvand M. (2015). Principals as technology leaders: The result of an exploratory mixed
study in smart schools of Tehran. Journal of New Approaches in Educational Administration, 6(4), 1-21.
