The role of educational leaders in school changes: Examining approaches from the perspective of principals and teachers

Document Type : Qualitative Research Paper

Authors

1 Department of Education, University of Kurdistan, Sanandaj, Iran

2 Educational Sciences, University of Kurdistan, Sanandaj, Iran

10.22034/jsa.2025.142259.2559

Abstract

The present study examines the role of educational leaders in school changes: an analysis of approaches from the perspective of school principals and teachers. The research approach is qualitative and employs interpretative phenomenology. Data were collected using semi-structured interviews. The research sample includes 14 principals and teachers from schools in Kermanshah province, selected through maximum variation sampling (examining cases where the phenomena of interest have a strong presence). Data analysis was conducted using the critical incident technique. To determine the validity of the research, three methods were used: credibility, transferability, and confirmability.

The research findings revealed seven key categories as effective approaches of educational leaders in schools for facilitating changes, which are: peer coaching approach, reflective/intellectual leadership approach, motivational mechanism approach, supportive/clinical approach, democratic leadership approach, communication-centered and trust-based approach, and the multidimensional perspective of leaders in assessment and judgment. Additionally, five key categories were identified as ineffective approaches of educational leaders in schools, which are: limited vision of leaders, weakness in the culture of specialization, lack of an integrative/unifying perspective from leaders, the inherently weak relationship between educational leaders and teachers, and an overemphasis on inspection. Therefore, it can be concluded that despite the importance of educational leaders in schools, the specialized nature of this role has been neglected by education policymakers, which can ultimately lead to a decline in students' academic performance in schools.

Keywords

Main Subjects

References

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School Administration
Volume 13, Issue 2
July 2025
Pages 1-20

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History

  • Receive Date: 05 January 2025
  • Revise Date: 24 April 2025
  • Accept Date: 26 June 2025

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