Document Type : Original Article


1 PhD Student, Educational Management, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran

2 Assistant Professor, Department of Educational Sciences, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.

3 Associate Professor, Department of Educational Sciences, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.



Purpose: Considering the importance of fundamental transformation and national curriculum documents in education programs, the present research was conducted with the aim of developing a value-based leadership pattern based on the fundamental transformation document and national curriculum document in Iranian education.
Methodology: This study was applied and in terms of implementation method was qualitative. The research population was two documents of fundamental transformation and national curriculum in Iranian education that all sentences and paragraphs were selected as a sample by census sampling method. To collect the data were used from complete review of both mentioned documents and the recording of sentences and paragraphs related to value-based leadership, which content validity was confirmed by 15 experts and specialists and their reliability was obtained through an agreement coefficient between the two coders 0.77. Data were analyzed by open, axial and selective coding method.
Findings: The findings showed that the fundamental transformation document had 227 indicators in two categories of processes and missions; so that the category of processes included two sub-categories of structural leadership processes (with three concepts of organizational-centered strategies, family-centered strategies and school-centered strategies) and content leadership processes (with a one concept of education-centered strategies) and the category of missions included four subcategories of missions about teachers, students and educators, educational spaces, value-educational areas and areas of Islamic-Iranian culture and civilization. Other findings showed that the national curriculum document had 322 indicators in four categories of principles, strategies, elements and indicators; So that the category of principles included three subcategories of values ​​governing on the evaluation of academic and educational achievement, values ​​governing on the choice of teaching and learning strategies and values ​​ governing on the academic and educational curricula, the category of strategies included two subcategories of strategies for production and implementation of programs and central strategy of monotheistic naturalism, the category of elements included five subcategories of reason, faith, science, practice and ethics and the category of indicators included six subcategories of religious and national ​​ values of generation education, moral values ​​of generation education, value programs of generation education, goal setting pattern in generation education, general objectives of academic and educational programs in value generation education and achieving the academic and educational curriculum goals in educating the value generation education. Finally, the value-based leadership pattern based on the both documents of fundamental transformation and national curriculum was painted.
Conclusion: According to the two patterns of value-based leadership according to the documents of fundamental transformation and national curriculum, the education specialists and planners can use them which for it are necessary to improve the categories and subcategories.


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