1- PhD student, Department of Educational Management, Isf.C., Islamic Azad University, Isfahan, Iran
2- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran ,n.saeidian@iau.ac.ir
3- Associate Professor, Department of Educational Management, University of Tikrit, Salahuddin, Iraq
4- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran
2- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran ,
3- Associate Professor, Department of Educational Management, University of Tikrit, Salahuddin, Iraq
4- Department of Educational Management, Isf. C., Islamic Azad University, Isfahan, Iran
Abstract: (10 Views)
Objective: This study aimed to develop a paradigmatic model of thinking-oriented leadership in the teaching of Islamic Studies courses within Iraqi universities by examining the structural, institutional, and individual factors that shape its implementation.
Methods: Using a qualitative and applied research design, the study targeted all Islamic Studies instructors across Iraqi universities, a population comprising 1,500 faculty members. Through purposive sampling, 15 instructors were initially selected for interviews, with theoretical saturation reached after interviewing two additional participants. Semi-structured interviews served as the primary data collection tool, and the data were analyzed through coding-based thematic analysis.
Results: Findings revealed 13 key components that collectively influence thinking-oriented leadership in Islamic Studies education. These components include structural factors such as course content and teaching methods, as well as paradigmatic epistemological conflicts that challenge traditional instructional approaches. The study also identified significant shifts in the attitudes and expectations of newer generations of students, along with broader organizational, institutional, and socio-cultural factors that shape teaching environments. Furthermore, limited professional development aligned with thinking-oriented pedagogy, institutional and political pressures, and technological and resource constraints emerged as considerable barriers. Individual and professional limitations among instructors further complicated implementation efforts. Additionally, effective thinking-oriented leadership was found to depend on participatory and interactive teaching strategies, which contribute to both individual and social educational outcomes. Based on the extracted components, a comprehensive 177-item researcher-developed questionnaire was produced.
Conclusions: Overall, the study concludes that adopting a thinking-oriented leadership model requires addressing multifaceted challenges and strengthening instructor development to achieve meaningful and sustainable improvements in teaching Islamic Studies.
Methods: Using a qualitative and applied research design, the study targeted all Islamic Studies instructors across Iraqi universities, a population comprising 1,500 faculty members. Through purposive sampling, 15 instructors were initially selected for interviews, with theoretical saturation reached after interviewing two additional participants. Semi-structured interviews served as the primary data collection tool, and the data were analyzed through coding-based thematic analysis.
Results: Findings revealed 13 key components that collectively influence thinking-oriented leadership in Islamic Studies education. These components include structural factors such as course content and teaching methods, as well as paradigmatic epistemological conflicts that challenge traditional instructional approaches. The study also identified significant shifts in the attitudes and expectations of newer generations of students, along with broader organizational, institutional, and socio-cultural factors that shape teaching environments. Furthermore, limited professional development aligned with thinking-oriented pedagogy, institutional and political pressures, and technological and resource constraints emerged as considerable barriers. Individual and professional limitations among instructors further complicated implementation efforts. Additionally, effective thinking-oriented leadership was found to depend on participatory and interactive teaching strategies, which contribute to both individual and social educational outcomes. Based on the extracted components, a comprehensive 177-item researcher-developed questionnaire was produced.
Conclusions: Overall, the study concludes that adopting a thinking-oriented leadership model requires addressing multifaceted challenges and strengthening instructor development to achieve meaningful and sustainable improvements in teaching Islamic Studies.
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