Providing a Self-Leadership Suitable Model of Faculty the Members with an Islamic Approach

Considering the importance of self-leadership in educational systems, especially in the higher education system, the present research was conducted with the aim of providing a selfleadership suitable model of the faculty members with an Islamic approach.

This study was a descriptive from type of correlation. The research population was faculty members of the Governmental, Azad Islamic and Payame Noor Universities of Karaj city in the academic years 2021-22 with number of 1120 people, which 300 people were selected as a sample by stratified random sampling method. The research tools were included a demographic information form and researcher-made questionnaire of self-leadership of faculty members with an Islamic approach (31 items), which its validity was confirmed by the opinion of experts and its reliability was evaluated as suitable. The data of the present research were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS-26 and Smart PLS-3 software.

The findings showed that the self-leadership model of the faculty members with an Islamic approach had 8 factors of selfknowledge, self-motivation, self-control, effectiveness, goalsetting, reform and transformation, ethical orientation and selfactualization, which the factor load and average variance extracted of all was higher than 0.60 and the reliability of all of them with combined and Cronbach's alpha methods was higher than 0.70. Other findings showed that the self-leadership model of the faculty members with an Islamic approach had a good fit and the effect of the self-leadership of the faculty members on all 8 factors including self-knowledge, self-motivation, self-control, effectiveness, goalsetting, reform and transformation, ethical orientation and selfactualization was positive and meaningful (P<0.001).

The findings of this study indicated the existence of eight effective factors (self-knowledge, self-motivation, selfcontrol, effectiveness, goal-setting, reform and transformation, ethical orientation and self-actualization) for the self-leadership of the faculty members. Therefore, to promote the self-leadership in them, it is possible to provide the basis for improving the identified effective factors