Document Type : Original Article
Authors
1
Department of Educational Sciences Education, Farhangian University, Tehran, Iran.
2
Department of Educational Sciences, Islamic Azad University, Ardabil Branch, Ardabil, Iran.
Abstract
Knowledge-based leadership is considered one of the most important issues in the management of educational organizations. Given the rapid growth of knowledge and the increasing need for directing and managing knowledge within educational organizations, the importance of this concept has become increasingly evident. Therefore, the present study was conducted with the aim of designing a knowledge-based leadership model in educational organizations (schools). This study was qualitative in terms of methodology and applied in terms of purpose. It was conducted using the grounded theory approach based on the Strauss and Corbin model. The target population consisted of experienced educational managers and professors in the field of educational management in the Islamic Republic of Iran. Purposeful sampling was employed for participant selection. The primary method of data collection was semi-structured interviews, which continued until theoretical saturation was achieved. In total, 15 interviews were conducted. To ensure the credibility of the data, three methods were used: researcher positioning, triangulation, and auditing by an expert reviewer. After data collection, the codes extracted from the transcribed interviews were analyzed using the three stages of coding: open coding, axial coding, and selective coding. Finally, the knowledge-based leadership model in educational organizations was developed. The findings indicated that the factors influencing knowledge-based leadership in educational organizations (schools) were identified through 100 codes, organized into 11 categories and 6 dimensions, including the core phenomenon, causal conditions, contextual conditions, intervening conditions, strategies, and consequences, in accordance with the grounded theory framework. These 11 categories included knowledge-based vision and orientation, knowledge management and sharing, knowledge-based culture and climate, empowerment and human resource development, evidence-based decision-making and problem-solving, knowledge-based innovation and creativity, knowledge infrastructure and technology, evaluation, monitoring, and continuous improvement, knowledge networking, interactions and knowledge synergy, and sustainable intellectual capital development. Knowledge-based leadership not only contributes to enhancing individual knowledge and skills but also transforms these capabilities into organizational knowledge and applies them in key processes, thereby leading to significant improvements in overall school performance and ensuring its long-term sustainability.
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