The Status of the Learning-Oriented Leadership Model on the Professional Empowerment of Teachers in the Mazandaran Province Department of Education
Keywords:
The state of learning-oriented leadership, Professional empowerment, Teachers, Education and upbringingAbstract
The aim of the present study was to investigate the status of the learning-oriented leadership model on the professional empowerment of teachers in the Mazandaran Province Department of Education. The research method was a mixed exploratory design (qualitative-quantitative). The participants in the qualitative phase consisted of selected experts from the Mazandaran Province Department of Education with managerial experience during the years 2022 and 2023, chosen to reach consensus in thematic analysis. The sample size for the qualitative part was determined through purposive sampling, consisting of 10 individuals. In the quantitative part, the statistical population included teachers from the education departments of 32 districts and counties of Mazandaran Province. The sample size for the quantitative section was determined to be 303 individuals using the Krejcie and Morgan table through stratified random sampling based on educational districts. The data collection method was library-based, and the measurement instruments included a semi-structured interview for the qualitative section and a researcher-made questionnaire for the quantitative section, with the questions derived from the qualitative interview data. The validity of the questionnaire was confirmed through two methods: (1) face validity and (2) content validity. In the face validity method, the questionnaire was reviewed by a group of experts, and in the content validity method, the calculations related to the Average Variance Extracted (AVE) and Composite Reliability (CR) coefficients confirmed the validity of the questionnaire items. Additionally, the reliability coefficient was confirmed using Cronbach’s alpha test. The impact of learning-oriented leadership on the professional empowerment of teachers in the Mazandaran Province Department of Education was demonstrated through the estimation of standardized path coefficients (t-values) along with the factor loadings of each variable. As shown, all factor loadings were within an acceptable range and demonstrated the capability to measure the dimensions. Based on the results of the structural model, the effect of learning-oriented leadership on the professional empowerment of teachers in the Mazandaran Province Department of Education had a significant path coefficient of 0.72. Given the significance and positive direction of these coefficients, it can be concluded that learning-oriented leadership has a positive and significant effect on the professional empowerment of teachers in the Mazandaran Province Department of Education.
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