Presentation of Administrative Standards Model for Educational Leaders in Third Millennium Schools

Kadhim Ajrash  Jarullah Al-nasaar; Faranak Mosavi; Ismael Abd Zaid Ashour Alkareemawi; Nasrolah  Ghashghaeizadeh

doi:10.61838/

Authors

Kadhim Ajrash Jarullah Al-nasaar PhD Student, Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.

Faranak Mosavi * Associate Professor, Department of Educational Management, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran. frnkmosavi@yahoo.com

Ismael Abd Zaid Ashour Alkareemawi Assistant Professor, Department of Physical Education Management, University of Baghdad, Baghdad, Iraq.

Nasrolah Ghashghaeizadeh Assistant Professor, Department of Educational Management, Isfahan (khorasgan) Branch, Islamic Azad University, Isfahan, Iran

https://doi.org/10.61838/

Keywords:

Administrative standards, Educational leaders, Third millennium schools, Grounded theory, Educational management

Abstract

Objective: The present article aims to propose a model of administrative standards for educational leaders in third millennium schools.

Methodology: This research employs a qualitative research methodology utilizing grounded theory. The statistical population consisted of educational leaders and experts from schools in Iraq, with purposive and snowball sampling methods applied until theoretical saturation was achieved. Data were collected through in-depth and exploratory interviews and analyzed using open, axial, and selective coding.

Findings: The findings revealed that 133 different factors influence the development of administrative standards, which are categorized into five groups: causal, core, contextual, intervening, and consequences. The results indicated that causal, core, and intervening factors have a direct impact on the strategies and outcomes of standard development. These standards play a significant role in improving the quality of educational management, increasing staff and student satisfaction, and enhancing teaching-learning processes.

Conclusion: This study emphasizes that educational leadership, as an independent domain, must align with the goals of education and play a key role in improving the quality and efficiency of the educational system. Additionally, the development of specific and efficient administrative standards for educational leaders is essential for effectively contributing to educational quality improvement. It is recommended that policymakers and educational planners consider these findings and take action to improve standards.