Document Type : Research Paper
Authors
1
Ph.D Student in Educational Management, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.
2
Associate Professor, Department of Educational Administration and Planning Allameh Tabataba'i University, Tehran, Iran.
Abstract
Introduction: Educational leadership is an important process that requires the cooperation of planners, policy makers, educational administrators, teachers, students, and parents. The purpose of this research is to analyze the bases and characteristics necessary for the realization of educational leadership in the educational systems of developed countries (America, England, Finland and Malaysia).
research methodology: This research has been conducted using the comparative qualitative method based on George Brady's approach at the level of macro analysis (country) and the strategy of selecting countries was "the successful educational system of these countries in the field of educational leadership". Different dimensions of the education system of the countries with components such as system type, leadership style, curriculum type, platforms, education and leadership characteristics have been investigated and compared.
Findings: The findings showed that educational leadership at its core embodies a departure from traditional hierarchical models and offers a paradigm shift that aligns with the multifaceted complexities of modern education. In terms of the type of education system, England, America and Finland use a decentralized system, while Malaysia uses a centralized system. In terms of leadership style, England uses distributive leadership, America uses transformational leadership, Finland uses distributive and collaborative leadership, and Malaysia uses distributive leadership. In the field of platforms, there is decentralization in the UK, USA, and Finland. Reforms in teacher education have also been implemented in these countries. Workshops on educational leadership are held in these countries. There are activities of private institutions and associations in the field of education and training of educational leaders in England and America.
Conclusion: Based on the results obtained from the analysis of the findings, all countries have emphasized the professional development of educational leadership and the empowerment of leaders, delegating responsibility to schools and designing leadership education and training programs..
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