ABSTRACT

While there is continuing research on instructional leadership, there are limited attempts from Eastern cultural societies and contexts where education is highly centralized. This paper explores instructional leadership in Iranian public primary schools, from the perspectives of successful principals. Through interviews with 26 participants, this study sought to illuminate their perspectives toward their role as instructional leaders. As a result, a model of instructional leadership was described, which had three dimensions – paying attention to the school’s vision, managing the instructional program, and promoting a learning climate – and seven associated functions. This model is a contextually relevant version of the dominant view of instructional leadership. The research reveals how features of specific societies shape instructional leadership conceptualizations, and it reinforces the need to consider leadership and context.

摘要

尽管对教学领导力的研究仍在继续，但东方文化社会和教育高度集中的环境中的尝试却很有限。本文从成功校长的角度探讨了伊朗公立小学的教学领导力。通过对 26 名参与者的访谈，本研究试图阐明他们对教学领导者角色的看法。因此，描述了一种教学领导力模型，该模型具有三个维度——关注学校愿景、管理教学计划和促进学习氛围——以及七个相关职能。该模型是教学领导力主流观点的情境相关版本。