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Volume 24, Issue 146 (4-2025)
Journal of Psychological Science 2025, 24(146): 139-156 |
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Ghazaghi L, Kaveani E, Malekian F, Karamafrooz M. (2025). Identifying the Dimensions and Psychological-Environmental Components of attentional Management to Providing a Model in the Executive Regulations of Schools (1400). Journal of Psychological Science. 24(146), 139-156.
URL: http://psychologicalscience.ir/article-1-2451-en.html
URL: http://psychologicalscience.ir/article-1-2451-en.html
PhD in Educational Management, Department of Educational Sciences, Kermanshah branch, Islamic Azad University , Kermanshah, Iran (corresponding author) , eli.kaveani@gmail.com
Abstract: (363 Views)
Background: Since the school is the center of education, the attentive leadership model can be used to the fullest in the management of this knowledge-based organization due to its psychological, holistic, and transformational capacity. Therefore, conducting a study in this field was necessary for the managers and trustees of the Education Organization to identify the dimensions and components.
Aims: This study aimed to identify the psychological-environmental dimensions and components of attentive leadership in education policy-making in Iran.
Methods: The research was qualitative and thematic analysis. The statistical population of this research is made up of all the documents in the field of educational sciences and education of the country, and the statistical sample was the executive regulations of schools (1400/ 2021), on which the question of this research was applied, the document was the executive regulations of schools. The data obtained from coding was analyzed using thematic analysis method (Clark and Brown, 2018).
Results: The findings of the interviews indicate that the respondents have pointed to many issues about the psycho-environmental dimensions and components of attentional leadership, which after analysis, have been divided into three overarching themes and 14 main organizing themes, which include intrapersonal focus (philosophical, physical, spiritual, psychological, and emotional), external focus (individual, team, social, and organizational), and temporal focus (present, future, past, medium-term future, and short-term future) were classified.
Conclusion: Since this document considers the principal as the most important pillar of the school, it provides a psychological framework and an environment for him as the principal leader in the school so that he can lead education in the school with a clear vision. Also, although from the perspective of attentive leadership, the document in question has significant capabilities and capacities to get education out of the current situation, it needs measures that can be better realized
Aims: This study aimed to identify the psychological-environmental dimensions and components of attentive leadership in education policy-making in Iran.
Methods: The research was qualitative and thematic analysis. The statistical population of this research is made up of all the documents in the field of educational sciences and education of the country, and the statistical sample was the executive regulations of schools (1400/ 2021), on which the question of this research was applied, the document was the executive regulations of schools. The data obtained from coding was analyzed using thematic analysis method (Clark and Brown, 2018).
Results: The findings of the interviews indicate that the respondents have pointed to many issues about the psycho-environmental dimensions and components of attentional leadership, which after analysis, have been divided into three overarching themes and 14 main organizing themes, which include intrapersonal focus (philosophical, physical, spiritual, psychological, and emotional), external focus (individual, team, social, and organizational), and temporal focus (present, future, past, medium-term future, and short-term future) were classified.
Conclusion: Since this document considers the principal as the most important pillar of the school, it provides a psychological framework and an environment for him as the principal leader in the school so that he can lead education in the school with a clear vision. Also, although from the perspective of attentive leadership, the document in question has significant capabilities and capacities to get education out of the current situation, it needs measures that can be better realized
Type of Study: Research |
Subject:
Special
Received: 2024/05/13 | Accepted: 2024/06/9 | Published: 2025/02/3
Received: 2024/05/13 | Accepted: 2024/06/9 | Published: 2025/02/3
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)