The Effect of Reflective Leadership on School Effectiveness with mediating of Tendency to Lifelong Learning and Teacher’s Academic Optimism

The purpose of this study is to investigate the effect of reflective leadership on school effectiveness with mediating of tendency to lifelong learning and teacher’s academic optimism. The research method is descriptive-correlation. The statistical population of the study was all teachers in Nookabad city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=307). By stratified-stratified sampling of 171 teachers through questionnaires of reflective leadership, school effectiveness, lifelong learning and teacher’s academic optimism were studied. Structural equation modeling was used to analyze the data. The results showed that the direct effect of reflective leadership on school effectiveness is positive and significant. Also, the indirect effect of reflective leadership on school effectiveness through mediation of lifelong learning and teacher’s academic optimism is positive and significant. Therefore, school principals who design school programs based on thinking, encourage teachers to participate in In-service training courses, personal studies and exchange experiences with other colleagues, and believe that teachers are influential in the success and learning of students, they can improve the schools effectiveness.