Dimensions of the Learning-Oriented Leadership Model and Its Impact on the Professional Empowerment of Teachers in the Mazandaran Province Education System
Keywords:
Professional empowerment, Teachers, Education and upbringing, Dimensions of learning-based leadershipAbstract
The present study aimed to investigate the dimensions of the learning-oriented leadership model and its impact on the professional empowerment of teachers in the Mazandaran Province education system. The research method was exploratory mixed-method, combining both qualitative and quantitative approaches. The qualitative section involved selected educational experts from the Mazandaran Province Department of Education, who had managerial experience during 2022 and 2023, and participated in a consensus process using thematic analysis. The sample size in the qualitative phase was determined through purposive sampling and included 10 participants. In the quantitative section, the statistical population consisted of teachers from the Departments of Education across 32 districts and counties in Mazandaran Province. Using the Krejcie and Morgan table, a stratified random sample of 303 teachers was selected based on educational district. Data collection methods included library research, with data collection tools comprising semi-structured interviews in the qualitative phase and a researcher-developed questionnaire in the quantitative phase. The questionnaire items were derived from data obtained during the interviews. The validity of the questionnaire was assessed through two methods: (1) face validity, by presenting the questionnaire to a panel of experts, and (2) content validity, by calculating the AVE and CR indices, which confirmed the construct validity of the items. Reliability was also confirmed using Cronbach's alpha coefficient. The findings from both the qualitative and quantitative phases revealed that 82% of teachers’ professional empowerment is dependent on the dimensions of learning-oriented leadership, which include four main components—(1) environmental factors, (2) individual factors, (3) institutional factors, and (4) organizational factors—and four subcomponents—(1) recruitment, (2) development, (3) compensation, and (4) performance evaluation. Based on the results, it was recommended that the Mazandaran Province Department of Education pursue the implementation of these components in a step-by-step and gradual manner, guided by a long-term strategic roadmap. Furthermore, developing an operational plan to implement this vision is essential. Adopting a paradigmatic approach with local and regional insight will also support its realization.
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Copyright (c) 2025 Mehdi Alishah (Author); Mohammad Salehi; Reza Uosefi Saeedabadi (Author)
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