Provide a model of inclusive leadership in Iranian education

The purpose of this study is to propose a model of distributed leadership in Iranian education.

The current research is applied from the objective point of view and qualitative from the method point of view. In the first part of the research, 81 documents, including articles, theses, and dissertations, were analyzed using a qualitative approach using a meta-composite method, and finally, using the monitoring selection protocol, and finally, 10 documents were analyzed using summarization and hidden content analysis methods. Then, through a semi-structured interview with 8 experts who were selected in a purposeful way, indicators, components and dimensions of comprehensive leadership of education were calculated. For the validity and reliability of this section, acceptability, transferability, reliability and validity of the research were confirmed.

The findings indicate that the distributed leadership model in Iranian education, comprising 49 indicators, encompasses three dimensions: educational leadership focusing on societal needs and expectations, personal and social development of students and school staff, dynamic and flexible learning environment, and educational justice incorporating values of fairness and equity in the educational environment, fair distribution of resources and opportunities, acceptance and appreciation of differences, fostering a sense of worthiness and belonging, and educational outcomes and consequences including components of improving academic and psychological performance of students,and providing a safe and stable environment for learning and development.

Policymakers can significantly enhance the quality and outcomes of education in the country and contribute to greater justice and dynamism in the educational community by implementing this model.