Designing a leadership development curriculum model for secondary school principals based on the problem solving approach

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Goli Yousef; Fathi Vājārgāh Kourosh; Safāyi Movahhed Sa'eed; Poushane Kāmbiz

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Journal Paper

Paper Information

Journal: JOURNAL OF EDUCATIONAL INNOVATIONS Year:2023 | Volume:22 | Issue:3 Page(s): 155-190

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Title

Designing a leadership development curriculum model for secondary school principals based on the problem solving approach

Author(s)

Goli Yousef | Fathi Vājārgāh Kourosh | Safāyi Movahhed Sa'eed | Poushane Kāmbiz | Issue Writer Certificate

Keywords

workplace curriculum

Leadership Development of the Secondary School Principals

problem solving approach

research synthesis

Abstract

The present research was conducted with the aim of designing a curriculum model for the leadership development of secondary school principals based on the problem-solving approach. In terms of the method, it was a qualitative study of the research synthesis type. In addition, this study has been done based on the Roberts model. The research tools included in-depth interviews as well as review of the documents and articles. After four stages of filtering, 493 articles were omitted from 595 ones, and 102 articles were selected and organized using NVIVO software. The results showed that in the proposed model, the main components have been placed in the center and the teaching-learning activities with the themes of organization of workplace, structure of workplace, educational thinking of workplace, as well as learning the training of the workplace have been specified. All the executive factors have been specified based on the governing principles and assumptions. The needs assessment determines the individual and organizational common understanding, as well as revision and rethinking of the principles governing the curriculum model and it is considered as the main base of the curriculum model. Human-centeredness, evaluation, empowerment and participation define the assumptions. It is worthy to mention that without considering the assumptions, the curriculum model could not be achieved. This model has been designed in a non-linear way. Also, this model has dealt with all the individual and organizational dimensions and it has identified the effective and evaluative components. And, in addition to the common features, it pays attention to the differences due to the work environment, culture, urban and individual differences of the principals (talents, abilities, needs and interests) and it has the necessary flexibility.

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