نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری،گروه مدیریت آموزشی، واحد مرودشت ،دانشگاه آزاد اسلامی، مرودشت، ایران.
2 استادیار،گروه مدیریت آموزشی، واحد مرودشت ،دانشگاه آزاد اسلامی، مرودشت، ایران.
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Methodology: This research was a development type with a mixed sequential exploratory design. The qualitative part was conducted using Atrid-Sterling style theme analysis and semi-structured interviews. The participants were selected using the purposeful sampling method and theoretical saturation criteria, and based on that, 25 expert university professors in the field of higher education were selected. In order to obtain the validity of the data, two methods of reviewing the participants and reviewing the experts who did not participate in the research were used, and the reliability of the holistic coefficient was obtained as 0.87. The quantitative part of the research was done using descriptive correlation method. The statistical population in the quantitative section was managers and academic members and employees of educational organizations in Fars, and stratified random sampling was done and a total of 366 people participated in the quantitative section. The quantitative tool was a questionnaire made by the researcher, whose validity and reliability were checked and confirmed by the researcher. For data analysis, confirmatory factor analysis and structural equation model were used with the help of spss26 and Smart PLS3 software.
Findings: The conceptual framework of the leadership of the learning organization in the higher education centers of Fars province includes the four main dimensions of structuralism with the components (flexibility, decomplexity, decentralization and technology-oriented), context perspective with the components (politicization, network expansion, strategic thinking) and culture-centered), transformationism with the components (leadership, customer orientation, team belief, leadership and pragmatism of the leader), science with the components (support for knowledge production, support for knowledge sharing, and belief science). And finally, the quantitative part confirmed the findings of the qualitative part.
Discussion and conclusion: The leadership model of the learning organization in higher education centers is valid. And the leaders of higher education institutions can pay attention to these results to improve the quality of their organization.
کلیدواژه‌ها [English]
)