Presenting a Model for Promoting Virtual Educational Leadership in Islamic Azad Universities of Tehran Province
Keywords:
Virtual educational leadership, higher education; Islamic Azad University, conceptual model, organizational developmentAbstract
This study aimed to design and validate a comprehensive model to enhance virtual educational leadership in Islamic Azad Universities of Tehran Province. A mixed-methods design was applied. In the qualitative phase, thematic analysis using MAXQDA14 was conducted on semi-structured interviews with 15 academic and administrative experts in educational leadership. Based on these findings, key dimensions and indicators were identified. In the quantitative phase, a descriptive-survey approach was used with a researcher-made questionnaire distributed among 202 faculty members in humanities from Islamic Azad Universities, selected through stratified random sampling. Data analysis employed SPSS and PLS software to test validity, reliability, and structural model fit. Four main dimensions—“Virtual Educational Leadership Knowledge,” “Virtual Performance Management and Coaching,” “Virtual Team Leadership Ability,” and “Ethical Behaviors in Virtual Environments”—with 24 components and 41 sub-indicators were identified. Results indicated that “Ethical Behaviors in Virtual Environments” had the highest priority (loading 0.905), while “Virtual Educational Leadership Knowledge” had the lowest (loading 0.805). Among influencing factors, the environmental factor had the strongest effect (0.931), and the economic factor the weakest (0.818). Paired t-tests confirmed a significant gap between the current and desired states of virtual educational leadership (p<0.001). The proposed model offers a practical framework for university leaders and policymakers to strengthen virtual educational leadership and improve the quality of digital teaching and learning in alignment with local organizational and cultural contexts.
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