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Explaining the Causal Model of Leadership Challenges of professional Learning Communities at high Schools in Urmia
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Sakineh Hobbi Ghratapeh *   , Mohamad Hassani , Hassan Ghalavandi , Abolfazl Ghasemzadeh Alishahi |
| PhD student in Educational Administration, Department of Education, Faculty of Literature and Humanities, Urmia University, Urmia , Iran |
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Abstract: (1935 Views) |
One of the important factors in the professional development of teachers is the creation of professional learning communities at schools that the important role of school principals in leading the professional learning communities is not hidden for anyone. Therefore, empowering principals and solving challenges in this field can play a very important role in advancing and developing teachers 'competencies and students' progress. The purpose of this study is to explain the Causal model of leadership challenges of high school professional learning communities. The type of research is practical and quantitative-descriptive in terms of data collection and analysis. The statistical population of the study were 451 high school principals in Urmia, of which 210 were select as a sample by stratified random sampling. Data collection tool was a researcher-made questionnaire about leadership challenges of professional learning communities, which was evaluating in four sections: individual challenges, group challenges, organizational challenges and external challenges. Content validity by experts and its reliability by Cronbach's alpha 0.88 Calculated and confirmed. Research data analysis was performing by structural equation modeling using software of SMARTPLS18. The results of modeling analysis of leadership challenges of professional learning community showed that the leadership model of professional learning communities has a good fit.
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Article number: 5 |
| Keywords: Leadership, professional learning community, Causal Model, Structural Equation Modeling |
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Full-Text [PDF 1184 kb]
(624 Downloads)
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Type of Study: Research |
Subject:
managing education in education
Received: 2022/03/12 | Accepted: 2022/08/31
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