توسعه رهبری

The main goal of this research was to present a paradigmatic model of educational leadership development for directors of higher education centers in Fars province. The method of the current research was of a qualitative type with a foundational data method and applied in terms of purpose. The statistical population of this research includes all experts, experts, managers and educational leaders in the higher education centers of Fars province. Sampling continued until data saturation was reached and interviews were conducted with 13 members of the statistical population. A semi-structured interview tool was used to collect information. The validity of the tool was checked with face validity and reliability with the agreement coefficient between the coders.The results of this research showed that the central category (educational leadership development) is a function of causal conditions (educational system structure, organizational perspective, leadership skills, leadership style), background conditions (leader's personality traits, organizational culture, and technology). and the intervening conditions (leadership abilities, leadership attitude, financial resources of the organization and organizational factors). These factors provide the conditions for applying actions and interactions (strategies) (team and collaborative work, meritocracy, training for leaders, resource management, leadership development, improving the organization structure and knowledge management) that result (employee empowerment, performance improvement organizational, improving the quality of education, developing research, improving leadership skills, improving employee participation, organizational decisions, optimal allocation of resources)It can be concluded that the paradigmatic model of educational leadership development of directors of higher education centers in Fars province has multidimensional conditions that educational planners can pay attention to.

The main goal of this research was to present a paradigmatic model of educational leadership development for directors of higher education centers in Fars province. The method of the current research was of a qualitative type with a foundational data method and applied in terms of purpose. The statistical population of this research includes all experts, experts, managers and educational leaders in the higher education centers of Fars province. Sampling continued until data saturation was reached and interviews were conducted with 13 members of the statistical population. A semi-structured interview tool was used to collect information. The validity of the tool was checked with face validity and reliability with the agreement coefficient between the coders.The results of this research showed that the central category (educational leadership development) is a function of causal conditions (educational system structure, organizational perspective, leadership skills, leadership style), background conditions (leader's personality traits, organizational culture, and technology). and the intervening conditions (leadership abilities, leadership attitude, financial resources of the organization and organizational factors). These factors provide the conditions for applying actions and interactions (strategies) (team and collaborative work, meritocracy, training for leaders, resource management, leadership development, improving the organization structure and knowledge management) that result (employee empowerment, performance improvement organizational, improving the quality of education, developing research, improving leadership skills, improving employee participation, organizational decisions, optimal allocation of resources)It can be concluded that the paradigmatic model of educational leadership development of directors of higher education centers in Fars province has multidimensional conditions that educational planners can pay attention to.

Higher education plays an important and effective role in the education of society's human resources by providing appropriate platforms and opportunities to acquire and develop students' leadership skills. In fact, many higher education institutions consider developing students' leadership skills as an important mission of higher education in order to prepare graduates for future leaders. Therefore, identifying the basic competencies of student leadership is a basic and fundamental step to move towards the professional development of student leadership. The current research was conducted with the aim of identifying students' leadership competencies with a qualitative approach and thematic analysis method. The participants of the current research were 18 experts in the field of leadership and students who were responsible for leadership in scientific and academic organizations and associations, who were selected by snowball sampling. The data collection tool was a semi-structured interview. The interviews continued until theoretical saturation. In order to ensure the validity of the data obtained from the interview, the method of recoding and receiving feedback from the participants was used. After analyzing and coding the data and combining and adjusting the data, 54 main competencies were identified for student leadership competencies. Then the identified competencies were classified into 7 main categories (individual/personality, cognitive, psychological, managerial, interpersonal, technical and moral competencies(. The attention of universities to the development of competencies identified in this research can help to better develop talent and leadership competencies among students.

The current research has been done with the aim of identifying future competencies in the higher education system. The current research is qualitative and thematic analysis of phenomenological interviews.

The study population included 16 experts in the field of leadership development for the interview process using the purposeful sampling method. For the purpose of coding quality, reliability, acceptability and reliability were used for the findings, and the agreement between the evaluators was 0.89.

According to the findings of this research, the competencies of future leaders in the higher education system consist of 8 individual dimensions, social-organizational management, cultural intelligence, global citizen, organizational knowledge and strategic planning, diplomatic organization, social responsibility and discourse creation.

Knowing about the researches of the present research, it is possible to obtain indicators describing the competencies of the leaders of the future system of higher education in order to act in the direction of their selection and development in higher education.

The purpose of this study was to identify and analyze the factors affecting the development of new leaders in high schools in Ardabil by mixed research method.The statistical population of the present study was the principals and teachers of secondary schools in Ardabil who were interviewed by 15 people in the qualitative section using purposive sampling. Were. Inductive analysis method was used to analyze the data and the validity of the research findings was ensured by the members' review methods, peer review, and research participation. Also, in order to measure the reliability of the codings performed, the methods of retest reliability and intra-subject agreement were used. In order to analyze the quantitative data, the structural equation model with PLS software was used. Findings showed that the factors affecting the development of new leaders in the organization include organizational factors (organizational culture, manager satisfaction, organizational dynamics, work environment conditions, colleagues, reputation and brand of the organization, growth opportunity, valuing talents, job and employee suitability ) And effective job factors (including job-employment appropriateness, job challenge, job importance, job stress). Also, another finding of the study showed that all factors except job stress, job importance and job challenge have had a significant impact on the development of new leaders in the organization. Therefore, it can be concluded that planning for the recruitment, retention and development of leaders in schools is essential.