Identify and prioritize the dimensions and components of transformational leadership in education based on Fundamental Change Document

Document Type : Mixed Method Research Paper


1 Ph.D. Student in Educational Administration, Islamic Azad University, Tabriz Branch, Tabriz, Iran.

2 Assistant Professor, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran.


This study was aimed to identify and prioritize the dimensions and components of transformational leadership based on Fundamental Change Document. This research approach was mixed method. The populations in qualitative section involved faculty members, expert principals and staffs of the education organization and school principals. In quantitative part, involved all school principals and teachers of West Azerbaijan province of Iran in the academic year 2019-2020, which were about 26 thousand principals and teachers. Based on cluster sampling method, 378 principals and teachers were selected as a sample of study. The instruments in the qualitative part were semi-structured interviews; retesting and reliability between two coders were used to check the validity and reliability of the interviews and coding. The instruments in the quantitative part was a researcher-made questionnaire that its validity was confirmed by content. The reliability of the instrument was confirmed using Cronbach's alpha method. The grounded theory approach was used to analyze the data. One-sample t-test was used to analyze quantitative data. Findings revealed that; Dimensions of transformational educational leadership were classified into eight categories: Knowledge, attitude, personage, technical skills, ethical-value system, human relations skills, financial resource management, and social management. Also based on the opinion of principals and teachers, among the identified characteristics of transformational educational leaders, charismatic personality had the first priority, transformational attitude had the second priority and having managerial knowledge had the third priority.