Volume 4, Issue 3 (September 2025)
IJER 2025, 4(3): 1-14 |
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Khorasani F, Shafizadeh H, Ahmadi F, Afzal Khani M. (2025). Identifying and Ranking Factors Influencing Visionary Educational Leadership: A Mixed-Method Study of Tehran’s Elementary Schools. IJER. 4(3), 1-14.
URL: http://ijer.hormozgan.ac.ir/article-1-409-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-409-en.html
1- PhD student in educational management, Ga. C., Islamic Azad University, Garmsar, Iran
2- Department of Educational Management, Ga. C., Islamic Azad University, Garmsar, Iran ,hshafizadeh1@iau-garmsar.ac.ir
3- Department of Educational Management, Ga. C., Islamic Azad University, Garmsar, Iran
2- Department of Educational Management, Ga. C., Islamic Azad University, Garmsar, Iran ,
3- Department of Educational Management, Ga. C., Islamic Azad University, Garmsar, Iran
Abstract: (1479 Views)
Objective: The purpose of the current research is to identify and rank the factors affecting Visionary leadership in elementary schools.
Methods: Adopting a mixed-methods design within an inductive-comparative paradigm, the research combined qualitative and quantitative approaches. In the qualitative phase, the participants consisted of 18 experts in educational management, human resource management, and educational sciences, selected through purposive sampling. In the quantitative phase, the population included school principals in Tehran, from which 149 principals were chosen using a non-probability sampling method. Data were collected through interviews (qualitative) and questionnaires (quantitative). The validity and reliability of the instruments were verified using the CVR index, Cohen's kappa test, and test–retest method. Qualitative data were analyzed through coding with MAXQDA software, while the quantitative phase employed the fuzzy Delphi method for final analysis.
Results: The qualitative phase identified 14 factors influencing visionary leadership. These factors were subsequently prioritized through quantitative analysis.
Conclusions: Findings revealed that a strategic perspective, effective communication with key stakeholders, self-esteem, and a holographic view represent the most critical factors shaping visionary leadership in elementary schools.
Methods: Adopting a mixed-methods design within an inductive-comparative paradigm, the research combined qualitative and quantitative approaches. In the qualitative phase, the participants consisted of 18 experts in educational management, human resource management, and educational sciences, selected through purposive sampling. In the quantitative phase, the population included school principals in Tehran, from which 149 principals were chosen using a non-probability sampling method. Data were collected through interviews (qualitative) and questionnaires (quantitative). The validity and reliability of the instruments were verified using the CVR index, Cohen's kappa test, and test–retest method. Qualitative data were analyzed through coding with MAXQDA software, while the quantitative phase employed the fuzzy Delphi method for final analysis.
Results: The qualitative phase identified 14 factors influencing visionary leadership. These factors were subsequently prioritized through quantitative analysis.
Conclusions: Findings revealed that a strategic perspective, effective communication with key stakeholders, self-esteem, and a holographic view represent the most critical factors shaping visionary leadership in elementary schools.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/03/1 | Accepted: 2025/06/23 | Published: 2025/09/1
Received: 2025/03/1 | Accepted: 2025/06/23 | Published: 2025/09/1
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