Learning-Centered Leadership and Research Motivation: How Principal-Teacher Interactions Facilitate the Pathway of Learning and Research

Document Type : Original Article

Authors

1 Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

2 Associate Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

3 Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

10.22098/ael.2024.16076.1491

Abstract

Background and Objective: This study aims to explore Learning-Centered Leadership and Research Motivation by examining the integration of learning and research in light of principal-teacher interactions in primary schools in Shahriar City during the 2023-2024 academic year.
research methodology: The research is applied in nature and utilizes a qualitative approach through content analysis. The research field consisted of primary school principals in Shahriar City, and purposeful sampling was employed. Semi-structured interviews were conducted with 15 principals. To ensure the validity and reliability of the interviews, two methods were used: participant review and expert review by non-participating specialists. The data obtained were analyzed using conventional content analysis in three stages—codes, subcategories, and categories—using MAXQDA 18 software.
Findings: In the obstacles section, Learning-Centered Leadership was categorized into five themes: bureaucracy and inefficiency, leadership challenges, barriers to research and learning, motivation and empowerment, and social and economic issues. Research Motivation was classified into six themes: lack of motivation in research, managerial and structural challenges, research barriers and difficulties, training and skill development, misaligned needs, and research challenges. In the strategies for implementation section, Learning-Centered Leadership encompassed four categories: inspiration and support, effective educational management, collaboration and interaction, and problem-solving culture. For Research Motivation, four categories were identified: addressing teacher motivation in research, research and educational infrastructure, research leadership and management, and pragmatism and innovation in research. In terms of outcomes, Learning-Centered Leadership resulted in six categories: transformative learning, applied research, overcoming budgetary constraints, addressing educational and teaching challenges, improving school technology, and enhancing the overall education system. Research Motivation yielded four outcomes: growth in research and education, improvement in teaching and learning methods, development of specialized skills and collaboration, and resolving social issues.
Conclusion: Educational leaders in primary schools can foster research motivation in teachers by engaging them in school learning activities.

Keywords

Main Subjects

References

Alazmi, A. A., & Hammad, W. (2023). Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency. Educational Management Administration & Leadership, 51(5), 1141-1160.
Babaei Farsani, M., Fathollahi Chaleshtari, S., & Moradi, M. (2022). Analyzing the relationship between knowledge-based leadership, knowledge management behavior, and innovation performance (Research sample: small and medium enterprises in Chaharmahal and Bakhtiari province). Organizational Knowledge Management, 5(16), 135-163. (In Persian)
Bi, P., & Liu, H. (2022). Effects of value and interest intervention on EFL student teachers' research motivation in the Chinese context. Frontiers in psychology, 13, 1039473.
Borko, H., Elliott, R., & Williams, C. (2021). Professional development for teachers: A review of research and practice. Educational Research Review, 26, 100000.
Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2020). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.
Chen, C.-Y., Tsai, C.-C., & Chang, C.-C. (2021). The impact of school culture and leadership on teacher innovation: A case study in Taiwan. Educational Management Administration & Leadership, 49(1), 69-86.
Clarke, P., & Hollingsworth, H. (2020). Research motivation in educational contexts: A systematic review. Teaching and Teacher Education, 89, 103024.
Dufour, R., & Fullan, M. (2013). Cultures built to last: Systemic PLCs at work. Solution Tree Press.
Dweck, C. S. (2016). Mindset: The new psychology of success. Ballantine Books.
Eccles, J. S., & Wigfield, A. (2020). Motivation and achievement. In Handbook of child psychology (pp. 1-43). Wiley.
Farnsworth SJ, Hallam PR and Hilton SC. (2019). Principal learning-centered leadership and faculty trust in the principal. NASSP Bulletin, 103(3): 209–228.
Fuhrmann, T. (2018). Motivation centered learning. In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
Gan, Z., An, Z., & Liu, F. (2021). Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?. Frontiers in psychology, 12, 697045.
Haqshenas Ghazimahaleh, L. (2020). Investigating the impact of knowledge-based leadership and leadership competencies on employee loyalty (Case study: insurance policyholders of Iran Insurance Company in Gilan province). New Research Approaches in Management and Accounting, 44(5), 122-141. (In Persian)
Hargreaves, A., & Fullan, M. (2018). Professional capital: Transforming teaching in every school. Teachers College Press.
Harris, A., & Jones, M. (2021). Leading school turnaround: How leaders can foster innovation and improvement. Routledge.
Husain, R., Botutihe, S. N., Djafri, N., & Umar, A. A. (2022). Work Motivation and Leadership of Learning Activity Center Head on Tutors’ Performance. Academic Journal of Interdisciplinary Studies, 11(4), 324-334.
Ismaili, E., Samari, M., & Hasani, M. (2019). Examining the impact of school organizational conditions, leadership perception, and teacher motivation on improving teaching activities with the mediation of teachers' professional development. New Educational Approaches, 14(2), 108-128. (In Persian)
Ji, S., Qin, X., & Li, K. (2022). Chinese University English Teachers’ Professional Learning through Academic Reading on Social Media—A Mixed-Methods Approach. Behavioral Sciences, 12(10), 390.
Josephine, J., & Jones, L. (2022). Understanding the Impact of Generation Gap on Teaching and Learning in Medical Education: A Phenomenological Study. Advances in medical education and practice, 13, 1071–1079. https://doi.org/10.2147/AMEP.S370304
Kaplan, A., Geller, K., & Kivetz, R. (2020). Teachers’ motivation for research: A conceptual framework. Educational Research Review, 25, 100-114.
Kulophas, D., & Hallinger, P. (2020). Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand. Journal of educational administration, 58(6), 605-627.
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201-227.
Li, Z., Xue, J., Li, R., Chen, H., & Wang, T. (2020). Environmentally Specific Transformational Leadership and Employee's Pro-Environmental Behavior: The Mediating Roles of Environmental Passion and Autonomous Motivation. Frontiers in psychology, 11, 1408.
Maravé-Vivas, M., Salvador-Garcia, C., Gil-Gómez, J., Valverde-Esteve, T., & Martín-Moya, R. (2022). How Can Service-Learning Shape the Political Perspectives of Pre-Service Teachers? A Program in the Field of Physical Education. International Journal of Environmental Research and Public Health, 19(15), 9175.
Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-centered leadership: A conceptual foundation. Learning Sciences Institute, Vanderbilt University (NJ1).
Norris, P., McMahon, K., & Smith, A. (2021). Social and economic issues affecting education. Journal of Education Policy, 36(3), 271-289.
Özdemir, N., Gün, F., & Yirmibeş, A. (2023). Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement. Educational Management Administration & Leadership, 51(6), 1301-1321.
Parrello, S., Iorio, I., Carillo, F., & Moreno, C. (2019). Teaching in the Suburbs: Participatory Action Research Against Educational Wastage. Frontiers in psychology, 10, 2308.
Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., & Sherer, D. (2017). Findings from a study of the implementation of research-based instructional practices in mathematics and science classrooms. Educational Policy Analysis Archives, 25(57), 1-30.
Portin, B. S., Russell, F. A., Samuelson, C., & Knapp, M. S. (2013). Leading learning-focused teacher leadership in urban high schools. Journal of School Leadership, 23(2), 220-252.
Ranjdoost, Sh, & Kazemi, M. (2024). Investigating the reflection of leadership and accountability constructs in the mirror of textbooks. Applied Educational Leadership, 5(3), 50-64. doi: 10.22098/ael.2022.11997.1204(In Persian)
Sarwar, U., Tariq, R., & Yong, Q. Z. (2022). Principals' leadership styles and its impact on teachers' performance at college level. Frontiers in psychology, 13, 919693.
Schmitt, L., Weber, A., Venitz, L., & Leuchter, M. (2023). Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning. British Journal of Educational Psychology, e12618.
Shen, J., Ma, X., Mansberger, N., Wu, H., Palmer, L. A. B., Poppink, S., & Reeves, P. L. (2021). The relationship between growth in principal leadership and growth in school performance: The teacher perspective. Studies in Educational Evaluation, 70, 101023.
Timperley, H. (2019). Leading inquiry and action research. In The Wiley Handbook of Action Research in Education (pp. 125-145). Wiley.
Tondeur, J., Howard, S., Van Zanten, M., Gorissen, P., Van der Neut, I., Uerz, D., & Kral, M. (2023). The HeDiCom framework: Higher Education teachers’ digital competencies for the future. Educational technology research and development, 71(1), 33-53.‏
Vlasenko, K., Rovenska, O., Lovianova, I., Tarasenkova, N., & Achkan, V. (2022). A Learner-Centered Syllabus-Based Approach to engaging master students into research activity. In Journal of Physics: Conference Series (Vol. 2288, No. 1, p. 012019). IOP Publishing.
Wallo, A., Kock, H., Reineholm, C., & Ellström, P. E. (2021). How do managers promote workplace learning? Learning-oriented leadership in daily work. Journal of Workplace Learning, 34(1), 58-73.
Wang, M.-T., & Degol, J. L. (2019). The development of school engagement: A longitudinal study of the role of the teacher–student relationship. Educational Psychology, 39(1), 1-18.
Yousefi, A., Zahed Babalan, A., & Yousefi, E. (2024). Investigating the relationship between educational leadership of principals and school culture (Case study: First-grade secondary schools in Ardabil Province). Applied Educational Leadership, 5(3), 65-79. doi: 10.22098/ael.2023.9297.1058(In Persian)
Yousofi, A., Babolan, A., & Moeinikia, M. (2021). Examining the psychometric properties of the educational leadership ranking scale for managers. Scientific-Research Journal of School Management, 1(9), 7-337. (In Persian)
Zhang, L., Li, Q., & Liu, W. (2022). A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy. Frontiers in Psychology, 13, 921654.
Zhang, L., Wu, T., Liu, L., Ren, P., & Lin, C. (2022). The relationship between Chinese preschool principal leadership styles and teacher leadership: Exploring the mediating effect of psychological capital. Frontiers in psychology, 13, 1006184. https://doi.org/10.3389/fpsyg.2022.1006184
Applied Educational Leadership
Volume 5, Issue 4
December 2024
Pages 69-91

Files

History

  • Receive Date: 24 October 2024
  • Revise Date: 18 November 2024
  • Accept Date: 22 November 2024

Share

How to cite

Statistics