Document Type : Original Article
Authors
1 Elahe hsanpour: PhD Student of Educational Management, Islamic Azad University, Damavand, Iran.
2 : Faculty Member, Department of Educational Management, Faculty of Humanities, Islamic Azad University, Roudehen, Iran.
3 Faculty Member, Department of Educational Management, Faculty of Humanities, Islamic Azad University, Damavand, Iran.
Abstract
The purpose of this study was to present a model of performance leadership in the Ministry of Education. The research method was applied-fundamental in terms of purpose; it was descriptive-correlational in terms of data collection and exploratory (qualitative-quantitative) in terms of data type. The statistical population of the qualitative part of the research consisted of academic experts and education experts who were selected by purposeful sampling. In the quantitative section, the statistical population including all managers and deputies of the Ministry of Education throughout the country (905 people) was used to estimate the sample size required in the quantitative research. Samples were selected by multistage cluster sampling. Semi-structured interviews were used in the qualitative section and a researcher-made questionnaire was used in the quantitative section. Inter-rater reliability and in-subject agreement method were used to measure the reliability of the interviews. The method of data analysis in the qualitative part of theoretical coding was based on the data theoretic method. Descriptive and inferential statistics (tests such as Pearson correlation, confirmatory factor analysis, and exploratory factor analysis) were used in the quantitative section. The results showed that the components of performance leadership in the Ministry of Education included the components of strategic planning, coaching and evaluation. In addition, factors influencing performance leadership included the components of organizational culture, organizational structure, changeability, and work ethics. In addition, effective components of performance leadership at the Ministry of Education included components of job aspiration, job development, and organizational learning.
Keywords
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