Document Type : Original Article
Authors
1
Faculty of Psychology and Educational Sciences, Ardabili, Ardabil, Iran
2
Faculty of Psychology and Educational Sciences, Ardabil, Iran
10.22098/j9032.2026.19908.1061
Abstract
Introduction and Objective: Knowledge-based leadership is recognized as a pivotal issue in the management of educational organizations. Given the rapid expansion of scientific knowledge and the increasing necessity to guide knowledge utilization within educational institutions, this study aims to design a knowledge-based leadership model specifically for educational organizations (schools).
Methodology: This research employs a qualitative approach with an applied purpose, utilizing the grounded theory methodology based on Strauss and Corbin’s model. The target population consisted of experienced managers and professors in the field of educational management in the Islamic Republic of Iran. Purposive sampling was used to select participants. Data were collected through semi-structured interviews until theoretical saturation was reached, resulting in a total of 15 interviews. To ensure trustworthiness, researcher positionality, triangulation, and audit by an external reviewer were employed. The collected data were analyzed using three-stage coding: open, axial, and selective coding, leading to the design of the knowledge-based leadership model.
Findings: The results indicate that factors influencing knowledge-based leadership in educational organizations were categorized into 100 codes, 11 categories, and 6 core phenomena: causal conditions, contextual factors, intervening conditions, strategies, and consequences. The 11 identified categories include: knowledge-oriented vision and orientation, knowledge management and sharing, knowledge-oriented culture and climate, empowerment and human resource development, evidence-based decision-making and problem-solving, knowledge-oriented innovation and creativity, knowledge infrastructure and technology, evaluation, monitoring, and continuous improvement, networking, knowledge interactions and synergy, and sustainable intellectual capital development.
Discussion and Conclusion: Knowledge-based leadership not only enhances individual knowledge and skills but also transforms them into organizational knowledge. By integrating this knowledge into key processes, it significantly improves overall school performance and ensures long-term sustainability.
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