رهبری

This study explores examines the role of expert educators in leading cross-school professional learning networks (PLNs) that are intentionally embedded within a professional development program designed to which cultivate future-ready and inclusive school leaders in Hong Kong. Drawing on a qualitative, open-ended questionnaire-based report from 26 expert educators, including 21 expert principals (EP) and 5 senior expert principals (SEP), the research examines their roles and the challenges they face in fostering cross-school collaboration. The study identified five interrelated leadership practices employed by the EPs and SEPs, including (1) fostering intense collaboration; (2) facilitating reflection; (3) developing a shared sense of purpose; (4) supporting cross-boundary learning; and (5) embodying reciprocal learning. The study contributes to the growing literature on leadership development grounded in PLNs. The findings argue the significance of experts and their independent leadership strategies to establish cross-school PLNs, pointing out that trust and embodying reciprocal learning reinforce their sustained engagement in cross-school PLNs. This study prompts further exploration of how leadership can establish and sustain cross-school PLNs for leadership development. The findings inform policymakers and educational leaders about how to develop meaningful learning across schools. Recommendations are offered to educational policymakers and school management bodies to prioritize the strengthening of professional networks for leadership development through active participation and expert guidance in the field.

Effective school leadership is vital to school management, teacher performance, and quality education. This study examined the leadership skills, core behavioral skills, and administrative practices of public secondary school heads in the Schools Division of Cagayan de Oro City during the school year 2025–2026. It assessed key leadership and behavioral competencies and determined their relationships with administrative practices. A descriptive-correlational design was used, with universal sampling of 105 school heads. Data were gathered through a standardized questionnaire anchored on the Results-Based Performance Management System and the Philippine Professional Standards for School Heads. Frequency, percentage, weighted mean, standard deviation, and Pearson correlation were used. Findings showed high levels of leadership skills, core behavioral skills, and administrative practices. People development was the strongest leadership dimension, while teamwork and innovation were the most evident core behavioral competencies. Managing school operations and resources, and focusing on teaching and learning, were among the strongest administrative practices. The study found significant positive relationships between leadership skills and administrative practices, and between core behavioral skills and administrative practices. The study concludes that effective school leadership requires a combination of people leadership, professional behavior, instructional leadership, strategic management, and administrative competence. It recommends needs-based leadership development, mentoring and coaching, stronger results-focused practices, ongoing instructional leadership training, stakeholder engagement, reflective practice, and individualized professional development plans to support the continued growth of school heads.

This study investigated how school leadership teams drive equity-centered instructional practices in K–12 schools. It aimed to synthesize contemporary research to identify leadership behaviors, structures, and conditions that contribute to equitable student learning environments. This qualitative literature review examined 10 peer-reviewed empirical studies published between 2019 and 2025. Studies were selected based on their focus on instructional leadership, equity, and K–12 educational contexts. A thematic analysis was used to identify recurring patterns and strategies across the literature. Five major themes emerged: (1) inclusive leadership that fosters shared decision-making and relational trust; (2) equity-focused leadership pipelines that prepare leaders to identify and address systemic barriers; (3) equity-oriented data practices that contextualize academic metrics and inform instructional change; (4) culturally responsive instruction supported by school-wide professional learning; and (5) collaborative leadership that centers family and community engagement. These themes were reinforced across studies involving varied contexts and leadership roles. The review was limited to studies published in English and focused primarily on U.S. educational contexts. Districts and policymakers can use these findings to design leadership preparation programs, refine professional development strategies, and align accountability frameworks with equity goals.

Teachers’ participation in professional development is often high, yet it does not always translate into classroom innovation, a persistent transfer-of-learning gap. This study explores how principals’ assertive communication was associated with teachers’ professional competence development in two junior high schools (one public, one private) in Brebes Regency, Indonesia. An explanatory sequential mixed-methods design was used: baseline teacher competence was descriptively mapped from the Ruang GTK platform and the Education Report (Rapor Pendidikan), followed by a qualitative phase with 22 purposively selected informants (principals, vice-principals, teachers, students, and parents). Data were gathered through surveys, interviews, observations, and document analysis, and analyzed using Miles et al.’s interactive model with triangulation. Baseline data showed high training participation (score 4) but stagnant instructional innovation and classroom management (scores 2–3). Four interactional dimensions of assertive communication emerged: directive transparency, dialogic respect, non-blaming corrective feedback, and facilitative advocacy. These were associated with reduced teacher defensiveness and greater openness to interactive and digital teaching, and varied with institutional readiness. The study frames assertive leadership as a dynamic system of instructional communication rather than a fixed trait. Given its two-school, non-causal design, the findings are context-specific; they suggest that sustaining competence requires structured post-training clinical supervision and a constructive feedback culture.

Although professional collaboration among teachers plays a critical role in enhancing school effectiveness and instructional quality, empirical studies that jointly examine the organizational and individual determinants of this collaboration remain limited. This study aimed to identify variables that significantly predict the likelihood of elementary school teachers engaging in professional collaboration. The study employed a quantitative, cross-sectional, and correlational survey design. The sample consisted of 310 teachers working in elementary schools in the city center of Siirt, selected through cluster sampling. Data were collected using the Servant Leadership Scale and the Professional Collaboration subscale. Binary logistic regression analysis was used to analyze the data. Results showed that school level, participation in professional activities, professional seniority, and principals’ servant leadership behaviors significantly predicted teachers’ likelihood of engaging in professional collaboration. In contrast, gender, marital status, educational status, length of time working with the school principal, and length of service at the school were not significant predictors. Overall, the findings highlight the role of servant leadership.

This study identified the competency needs of emerging school leaders in financial management, strategic partnerships, and project implementation as a basis for developing a capability building program. Using a descriptive research design integrated with a Research and Development (R&D) approach, the study involved 68 emerging school leaders, specifically Head Teachers and newly appointed School Heads with zero to three years of leadership experience in a public schools division in Northern Luzon, Philippines. The researchers gathered data using a competency needs assessment survey aligned with the Philippine Professional Standards for School Heads (PPSSH). The findings revealed that financial management was identified as a Moderate Training Need, while strategic partnerships and project implementation were identified as Extensive Training Needs. Based on these findings, the STEP UP! (Strengthening and Training Emerging Personnel for Upgraded Performance) Capability-Building Program was developed to address the identified competency gaps. The program subsequently underwent expert validation and pilot implementation. Validation results indicated an overall rating of Very Highly Valid, demonstrating strong alignment with competency needs, professional standards, content requirements, and implementation mechanisms. Evaluation based on Kirkpatrick’s Four-Level Model further showed that the program was highly effective, as participants reported positive reactions, increased knowledge and skills, successful application of learning in the workplace, and perceived improvements in leadership performance and school operations. The study concludes that a needs-based and standards-aligned capability-building program can effectively strengthen the competencies of emerging school leaders and contribute to improved school governance, stakeholder engagement, and project implementation.

Purpose: Although leadership behaviors have been widely examined in relation to teacher outcomes, limited empirical research has explored how different leadership dimensions influence teachers’ morale within highly centralized educational systems such as Thailand’s primary education sector. Existing studies have often emphasized administrative control and procedural compliance, while comparatively less attention has been given to the role of relationship-oriented leadership behaviors in sustaining teachers’ morale within centralized administrative contexts. This study therefore examines the relationship between leadership behaviors within educational administration and teachers’ morale in Thai primary schools in central Thailand. Research design, data and methodology: This study employed a quantitative research design using a survey approach. Data were collected from 417 teachers and educational personnel working in primary schools across central Thailand through anonymous self-administered questionnaires. Leadership behaviors were categorized into task-oriented and relationship-oriented dimensions, while teachers’ morale was examined through Herzberg’s Motivation-Hygiene Theory. Descriptive statistics, Pearson correlation analysis, and multiple regression analysis were employed to examine the relationships between leadership behaviors and teachers’ morale. Results: The findings revealed that both task-oriented and relationship-oriented leadership behaviors were positively associated with teachers’ morale. Relationship-oriented leadership behaviors, particularly motivation and participation, demonstrated stronger predictive influence on teachers’ morale than task-oriented dimensions such as planning and supervision. The regression model explained a substantial proportion of variance in teachers’ morale, indicating that interpersonal and participatory leadership practices play an important role within centralized educational environments. Conclusions: The study contributes empirical evidence to educational administration research by demonstrating that leadership effectiveness within centralized educational systems may involve not only administrative coordination and policy implementation but also relationship-oriented leadership practices that support teachers’ professional well-being. The findings further suggest that balancing organizational structure with human-centered leadership may help sustain teachers’ morale within Thai primary schools.

Self-leadership and self-efficacy are theoretically and empirically linked, yet limited research explains how individuals interpret self-leadership experiences as evidence of personal capability. Although self-leadership practices and mastery experiences contribute to self-efficacy, the cognitive process through which performance experiences become evidence of competence remains insufficiently understood. Attribution theory explains how individuals infer the causes of performance outcomes but offers limited insight into how these interpretations inform subsequent judgements of personal capability. This paper proposes responsibility attribution as a cognitive mechanism that may explain how performance experiences are incorporated into self-efficacy beliefs. Responsibility attribution is conceptualised as an evaluative appraisal through which individuals determine whether a performance outcome should be interpreted as evidence of their own capability. Outcomes perceived as personally attributable may therefore acquire psychological significance for subsequent self-efficacy judgements. Integrating self-leadership theory, social cognitive theory, and attribution theory, the proposed framework explains how individuals may transform performance experiences into capability judgements that support self-directed behaviour. The paper contributes to attribution theory by specifying a potentially under-theorised function of attributional processing: evaluating whether interpreted outcomes constitute evidence of personal capability. The framework also offers a theoretical basis for future research into self-leadership development and interventions that strengthen learning from experience.

Character education in Vocational High Schools (SMK) faces challenges in aligning technical skill development with student work ethics. This study aims to analyze the role of the Intra-School Student Organization (OSIS) in supporting character education at SMK Puspita Bangsa, South Tangerang City. This study used a descriptive qualitative approach with a case study design. Data collection was carried out through in-depth interviews, participatory observation, and documentation studies, with data validity tested using source and technique triangulation. Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The results show that OSIS plays a crucial role through three main aspects: (1) acting as a peer role model for discipline; (2) executing structured work programs encompassing religious, disciplinary, leadership, and social care dimensions; and (3) internalizing industrial work culture values. The main obstacles encountered include the dynamics of Field Work Practice (PKL) schedules and fluctuations in member participation, which are mitigated through flexible coordination and school management support. This study concludes that OSIS is effectively a strategic vehicle for student character development in vocational schools.

The main objective of the study is to find out the significance of the mediating effects of transformational leadership and work engagement on the relationship between professional self-esteem and teacher efficacy. Utilizing a correlational technique along with a quantitative, non-experimental and mediation research design, data were obtained from 335 public elementary teachers working in four large schools. The researcher used a cluster sampling technique and the statistical tools mean, Pearson r, and path analysis. From the results of the study, it was found that there are very high levels of professional self-esteem, teacher efficacy, transformational leadership of school heads, and work engagement. Moreover, there are no significant relationships between professional self-esteem and transformational leadership, and between transformational leadership and teacher efficacy. There are also no significant relationships between work engagement and teacher efficacy, and professional self-esteem and work engagement. However, there is a significant relationship between professional self-esteem and teacher efficacy. Furthermore, transformational leadership and work engagement have no significant combined mediation on the relationship between professional self-esteem and teacher efficacy. The findings of this study provide implications for policymakers in drafting plans, school heads in creating programs, and teachers in improving their transformational leadership, work engagement, professional self-esteem, and teacher efficacy. Keywords: education, professional self-esteem, teacher efficacy, transformational leadership, work engagement, correlation, teachers, Philippines

Teacher wellbeing has become an increasingly important concern in sustainable education systems because teachers’ professional experiences influence instructional quality, organizational resilience, and the long-term capacity of schools to maintain supportive learning environments. Contemporary perspectives on educational sustainability emphasize that schools are sustainable not only through academic effectiveness but also through their ability to foster participation, professional recognition, supportive relationships, and psychological resources among teachers. Within this perspective, shared instructional leadership can be considered an organizational resource, while teacher job satisfaction represents an important psychological resource contributing to the human foundations of socially sustainable schools. This study examined the relationship between shared instructional leadership and teacher job satisfaction among secondary school teachers in Northern Cyprus. A quantitative correlational research design was employed with 300 teachers working in public secondary schools during the 2024–2025 academic year. Data were collected using the Shared Instructional Leadership Scale and the Teacher Job Satisfaction Scale. Descriptive statistics, Pearson correlation analysis, and simple linear regression analysis were conducted to examine the relationship between shared instructional leadership and teacher job satisfaction. The findings revealed a significant positive relationship between shared instructional leadership and overall teacher job satisfaction ( r = 0.580, p < 0.001). Within this perspective, shared instructional leadership is conceptualized as an organizational resource, while teacher job satisfaction represents a psychological indicator of teachers’ positive professional experiences. ( β = 0.580, p < 0.001), explaining 33.4% of the variance in teacher job satisfaction ( R 2 = 0.334). Significant positive relationships were also found between shared instructional leadership and several dimensions of job satisfaction, including management, achievement–respect–recognition, interpersonal relationships, and the nature of teaching work. The findings suggest that shared instructional leadership may contribute to socially sustainable schooling by strengthening teachers’ professional recognition, relational experiences, and psychological resources. Although social sustainability was not directly measured in this study, the findings highlight leadership practices and teacher satisfaction as important organizational and psychological conditions supporting sustainable educational environments. This study contributes to educational sustainability and leadership literature by emphasizing the human dimension of sustainable schools within the underrepresented context of Northern Cyprus.

رفاه معلمان به عنوان یکی از دغدغه‌های فزاینده در نظام‌های آموزشی پایدار مطرح شده است، زیرا تجارب حرفه‌ای معلمان بر کیفیت آموزش، تاب‌آوری سازمانی و ظرفیت بلندمدت مدارس برای حفظ محیط‌های یادگیری حمایتی تأثیرگذار است. دیدگاه‌های معاصر درباره پایداری آموزشی تأکید می‌کنند که مدارس نه تنها از طریق اثربخشی تحصیلی، بلکه از طریق توانایی خود در تقویت مشارکت، شناسایی حرفه‌ای، روابط حمایتی و منابع روان‌شناختی در میان معلمان پایدار می‌شوند. در این چارچوب، رهبری آموزشی مشارکتی به عنوان یک منبع سازمانی و رضایت شغلی معلمان به عنوان یک منبع روان‌شناختی مهم که به بنیان‌های انسانی مدارس اجتماعی پایدار کمک می‌کند، در نظر گرفته می‌شود. این پژوهش به بررسی رابطه بین رهبری آموزشی مشارکتی و رضایت شغلی معلمان در میان معلمان دبیرستان‌های قبرس شمالی پرداخت. طرح پژوهش همبستگی کمی با مشارکت ۳۰۰ معلم شاغل در مدارس متوسطه دولتی در سال تحصیلی ۲۰۲۵–۲۰۲۴ اجرا شد. داده‌ها با استفاده از مقیاس رهبری آموزشی مشارکتی و مقیاس رضایت شغلی معلمان گردآوری شد. برای بررسی رابطه بین رهبری آموزشی مشارکتی و رضایت شغلی معلمان از آمار توصیفی، تحلیل همبستگی پیرسون و تحلیل رگرسیون خطی ساده استفاده شد. یافته‌ها نشان داد که بین رهبری آموزشی مشارکتی و رضایت شغلی کلی معلمان رابطه مثبت معناداری وجود دارد (r = 0.580, p < 0.001). در این چارچوب، رهبری آموزشی مشارکتی به عنوان یک منبع سازمانی و رضایت شغلی معلمان به عنوان شاخص روان‌شناختی تجارب حرفه‌ای مثبت معلمان مفهوم‌سازی می‌شود (β = 0.580, p < 0.001) و ۳۳/۴ درصد از واریانس رضایت شغلی معلمان را تبیین می‌کند (R2 = 0.334). همچنین بین رهبری آموزشی مشارکتی و چندین بعد رضایت شغلی از جمله مدیریت، دستاورد–احترام–شناسایی، روابط بین‌فردی و ماهیت کار تدریس، روابط مثبت معناداری مشاهده شد. یافته‌ها نشان می‌دهد که رهبری آموزشی مشارکتی می‌تواند با تقویت شناسایی حرفه‌ای، تجارب ارتباطی و منابع روان‌شناختی معلمان به پایداری اجتماعی مدارس کمک کند. اگرچه پایداری اجتماعی به طور مستقیم در این پژوهش سنجیده نشد، اما یافته‌ها بر اهمیت شیوه‌های رهبری و رضایت معلمان به عنوان شرایط سازمانی و روان‌شناختی مؤثر بر محیط‌های آموزشی پایدار تأکید می‌کند. این پژوهش با تأکید بر بعد انسانی مدارس پایدار در زمینه کمتر بررسی‌شده قبرس شمالی، به ادبیات پایداری آموزشی و رهبری کمک می‌کند.

Abstract Amid growing calls for Australian universities to engage meaningfully with Indigenous knowledges, this article examines how Indigenous-led, place-based inquiry can reorient academic practice toward culturally regenerative possibilities. Drawing on a Cooperative Inquiry conducted with Whadjuk Noongar Boodjar, we follow six Noongar-led experiences involving Country, language, ceremony, deep time, embodiment and more-than-human relations. Through cycles of experiential, presentational and reflective practice, these engagements restructured attention, temporality and conduct, foregrounding relational ethics of permission, reciprocity and refusal. Multimodal forms including movement, image and creative response were treated as epistemic practices, enabling us to register affective and relational reorientations that are not readily accessible through propositional forms alone. Our analysis traces how these reorientations unsettled extractive research habits and repositioned knowledge-making as embodied, participatory and accountable to Country. We argue that culturally regenerative university practice does not emerge through policy statements, curricular add-ons or inclusion alone, but through lived, relational engagements that reconfigure how knowledge is generated, held and shared. The study contributes empirical insight into how such reconfigurations unfold in practice and highlights the institutional conditions required to sustain accountable relationships with place.

چکیده: در میان درخواست‌های فزاینده برای مشارکت معنادار دانشگاه‌های استرالیا با دانش‌های بومی، این مقاله بررسی می‌کند که چگونه پژوهش مبتنی بر مکان و هدایت‌شده توسط بومیان می‌تواند عمل دانشگاهی را به سوی امکانات فرهنگی باززاینده جهت‌دهی کند. با بهره‌گیری از یک پژوهش همکارانه (Cooperative Inquiry) که با Whadjuk Noongar Boodjar انجام شد، شش تجربه هدایت‌شده توسط Noongar شامل ارتباط با سرزمین (Country)، زبان، آیین، زمان عمیق، تجسم و روابط فراتر از انسان دنبال می‌شود. از طریق چرخه‌های تجربه‌محور، ارائه‌ای و بازتابی، این مشارکت‌ها توجه، زمان‌مندی و رفتار را بازساختند و اخلاق رابطه‌ای اجازه، دوسویگی و امتناع را در کانون قرار دادند. اشکال چندرسانه‌ای از جمله حرکت، تصویر و پاسخ خلاقانه به عنوان شیوه‌های معرفتی تلقی شدند و این امکان را فراهم کردند تا جهت‌گیری‌های عاطفی و رابطه‌ای را که به آسانی از طریق اشکال گزاره‌ای قابل دسترسی نیستند، ثبت کنیم. تحلیل ما نشان می‌دهد که این جهت‌گیری‌ها عادات پژوهشی استخراج‌گرایانه را به چالش کشیده و تولید دانش را به عنوان امری مجسم، مشارکتی و پاسخگو نسبت به سرزمین بازتعریف کردند. استدلال می‌شود که عمل دانشگاهی باززاینده فرهنگی نه از طریق بیانیه‌های سیاستی، افزوده‌های برنامه درسی یا صرفاً شمول، بلکه از طریق مشارکت‌های زیسته و رابطه‌ای که نحوه تولید، نگهداری و به اشتراک‌گذاری دانش را بازپیکربندی می‌کند، پدید می‌آید. این مطالعه بینش تجربی درباره چگونگی وقوع این بازپیکربندی‌ها در عمل ارائه می‌دهد و شرایط نهادی لازم برای حفظ روابط پاسخگو با مکان را برجسته می‌سازد.

Leadership development is essential for Islamic educational institutions seeking to improve educational quality while preserving their religious and ethical foundations. This study aims to examine leadership development strategies, identify factors influencing their implementation, and explore the integration of Islamic ethical principles into leadership development. A systematic literature review (SLR) is designed using the PRISMA 2020 reporting framework and thematic synthesis. The review focuses on individual leadership competencies, organizational practices, and Islamic ethical orientation. The proposed analytical framework encompasses professional development, mentoring, succession planning, and distributed leadership, alongside organizational support, institutional culture, and opportunities to apply professional learning. It also examines how amanah (trustworthiness), ‘adl (justice), and syura (consultation) can connect leadership competence with ethical responsibility. The study’s intended contribution is an integrated conceptual framework for understanding leadership development in Islamic educational institutions and informing context-sensitive leadership programmes. Its practical implications concern leadership preparation, institutional policy, and professional learning. However, the strength of these conclusions will depend on the completeness and quality of the studies identified and included in the review. The study’s originality lies in bringing professional competencies, organizational conditions, and Islamic ethical principles into a common analytical framework.

توسعه رهبری برای مؤسسات آموزشی اسلامی که به دنبال ارتقای کیفیت آموزشی در عین حفظ مبانی دینی و اخلاقی خود هستند، امری ضروری است. هدف این مطالعه بررسی راهبردهای توسعه رهبری، شناسایی عوامل مؤثر بر اجرای آن‌ها و واکاوی ادغام اصول اخلاقی اسلامی در توسعه رهبری است. یک مرور نظام‌مند ادبیات (SLR) با استفاده از چارچوب گزارش‌دهی PRISMA 2020 و سنتز موضوعی طراحی شده است. این مرور بر شایستگی‌های فردی رهبری، رویه‌های سازمانی و جهت‌گیری اخلاقی اسلامی تمرکز دارد. چارچوب تحلیلی پیشنهادی شامل توسعه حرفه‌ای، مربی‌گری، برنامه‌ریزی جانشینی و رهبری توزیعی، در کنار حمایت سازمانی، فرهنگ نهادی و فرصت‌های به‌کارگیری یادگیری حرفه‌ای است. همچنین بررسی می‌کند که چگونه امانت (trustworthiness)، عدل (‘adl) و شورا (syura) می‌توانند شایستگی رهبری را با مسئولیت اخلاقی پیوند دهند. هدف این مطالعه ارائه یک چارچوب مفهومی یکپارچه برای فهم توسعه رهبری در مؤسسات آموزشی اسلامی و اطلاع‌رسانی به برنامه‌های رهبری متناسب با زمینه است. پیامدهای عملی آن به آمادگی رهبری، سیاست‌گذاری نهادی و یادگیری حرفه‌ای مربوط می‌شود. با این حال، قوت این نتایج به جامعیت و کیفیت مطالعات شناسایی و وارد شده در مرور بستگی خواهد داشت. نوآوری این مطالعه در گردآوری شایستگی‌های حرفه‌ای، شرایط سازمانی و اصول اخلاقی اسلامی در یک چارچوب تحلیلی مشترک نهفته است.

This systematic literature review synthesizes empirical evidence on the relationship between instructional leadership and teacher self-efficacy and identifies the key mechanisms that mediate this relationship across diverse educational contexts. Following the PRISMA guidelines, a systematic search was conducted in the Scopus, ScienceDirect, and Google Scholar databases for empirical studies published between 2015 and 2025, using quantitative, qualitative, or mixed-methods designs and focusing on school-level instructional leadership and teacher self-efficacy. A total of 21 primary empirical studies met the inclusion criteria and were selected for qualitative synthesis. The review revealed a consistent positive relationship between instructional leadership and teacher self-efficacy. This relationship is supported by interconnected organizational, professional, and psychological mechanisms, including professional learning opportunities, teacher collaboration, supportive school environments, and trust in leadership. The findings indicate that effective instructional leadership is associated with stronger teacher confidence in their professional capabilities by fostering conducive conditions for learning and growth. Based on the synthesized evidence, this study proposes a Multi-Pathway Model that conceptualizes instructional leadership as a multi-level capacity-building process associated with stronger teacher self-efficacy. The review contributes to the educational leadership literature by providing an integrative explanation of the relationship between instructional leadership and teacher self-efficacy. It also offers practical implications for policymakers and school leaders to promote collaboration, continuous professional learning, and a positive school climate to enhance teacher capacity and sustain school improvement. Keywords: educational leadership, instructional leadership, teacher self-efficacy, professional learning, systematic literature review.

این مرور نظام‌مند ادبیات پژوهشی، شواهد تجربی مربوط به رابطه رهبری آموزشی و خودکارآمدی معلمان را تلفیق کرده و سازوکارهای کلیدی میانجی این رابطه را در زمینه‌های آموزشی متنوع شناسایی می‌کند. با پیروی از دستورالعمل‌های PRISMA، جستجوی نظام‌مند در پایگاه‌های Scopus، ScienceDirect و Google Scholar برای مطالعات تجربی منتشرشده بین سال‌های ۲۰۱۵ تا ۲۰۲۵ انجام شد که از طرح‌های کمی، کیفی یا آمیخته استفاده کرده و بر رهبری آموزشی در سطح مدرسه و خودکارآمدی معلمان تمرکز داشتند. در مجموع، ۲۱ مطالعه تجربی اولیه که معیارهای ورود را داشتند، برای سنتز کیفی انتخاب شدند. مرور انجام‌شده، رابطه مثبت و ثابتی میان رهبری آموزشی و خودکارآمدی معلمان نشان داد. این رابطه توسط سازوکارهای سازمانی، حرفه‌ای و روان‌شناختی به‌هم‌پیوسته، از جمله فرصت‌های یادگیری حرفه‌ای، همکاری معلمان، محیط‌های حمایتی مدرسه و اعتماد به رهبری پشتیبانی می‌شود. یافته‌ها نشان می‌دهد که رهبری آموزشی مؤثر با تقویت شرایط مناسب برای یادگیری و رشد، با اعتماد بیشتر معلمان به توانمندی‌های حرفه‌ای خود همراه است. بر اساس شواهد تلفیق‌شده، این مطالعه مدل چندمسیره‌ای را پیشنهاد می‌کند که رهبری آموزشی را به‌عنوان یک فرایند ظرفیت‌سازی چندسطحی مرتبط با خودکارآمدی قوی‌تر معلمان مفهوم‌سازی می‌کند. این مرور با ارائه تبیینی تلفیقی از رابطه رهبری آموزشی و خودکارآمدی معلمان، به ادبیات رهبری آموزشی کمک می‌کند. همچنین پیامدهای عملی برای سیاست‌گذاران و رهبران مدارس جهت ارتقای همکاری، یادگیری حرفه‌ای مستمر و اقلیم مثبت مدرسه به‌منظور افزایش ظرفیت معلمان و تداوم بهبود مدرسه ارائه می‌دهد.

This study aims to describe and analyze the role of the Principal in planning, implementing, and analyze obstacles of digital marketing strategies at SDIT Imam Ahmad Perawang Barat, Tualang District, Siak Regency, Riau. This field research applies a qualitative approach with a case study design. Key informants were selected using purposive sampling, consisting of the Principal, coordinator of the creative media team, classroom teachers, foundation administrators, and representatives of new students' parents. Data collection techniques utilized include in-depth interviews, direct and digital observations, and documentation study. The results indicate that the Principal plays a central role as a strategic planner who successfully formulates a unique selling point based on the syar'i curriculum and Sunah manhaj without violating theological boundaries and religious visual ethics. The implementation of the educational services marketing mix (7P) is carried out dynamically and realistically by optimizing WhatsApp Business, websites, and the school's official YouTube channel. The primary obstacles identified include the lack of technical IT skills among public relations staff, limited teacher time allocation, and freeweb infrastructure limitations. Strategic solutions taken by the Principal include simplifying smartphone-based content production, providing budgets for regular IT training, and strengthening public relations partnerships. This study concludes that the prophetic and instructional leadership of the Principal is the main key to increasing competitiveness and trust of parents in semi-rural areas.

این پژوهش با هدف توصیف و تحلیل نقش مدیر مدرسه در برنامه‌ریزی، اجرا و تحلیل موانع راهبردهای بازاریابی دیجیتال در مدرسه SDIT Imam Ahmad Perawang Barat، بخش Tualang، شهرستان Siak، استان Riau انجام شده است. این پژوهش میدانی با رویکرد کیفی و با طرح مطالعه موردی صورت گرفته است. مطلعان کلیدی با استفاده از نمونه‌گیری هدفمند انتخاب شدند و شامل مدیر مدرسه، هماهنگ‌کننده تیم رسانه خلاق، معلمان کلاس، مدیران بنیاد و نمایندگان والدین دانش‌آموزان جدید بودند. تکنیک‌های گردآوری داده‌ها شامل مصاحبه‌های عمیق، مشاهدات مستقیم و دیجیتال و مطالعه اسناد است. نتایج نشان می‌دهد که مدیر مدرسه نقش محوری به عنوان برنامه‌ریز راهبردی ایفا می‌کند که موفق به تدوین نقطه فروش منحصر به فرد بر اساس برنامه درسی شرعی و منهج سنت بدون نقض مرزهای الهیاتی و اخلاق بصری دینی شده است. اجرای آمیخته بازاریابی خدمات آموزشی (7P) به صورت پویا و واقع‌بینانه از طریق بهینه‌سازی WhatsApp Business، وب‌سایت و کانال رسمی YouTube مدرسه انجام می‌شود. موانع اصلی شناسایی‌شده شامل کمبود مهارت‌های فنی IT در میان کارکنان روابط عمومی، محدودیت تخصیص زمان معلمان و محدودیت‌های زیرساخت freeweb است. راه‌حل‌های راهبردی اتخاذشده توسط مدیر مدرسه شامل ساده‌سازی تولید محتوا مبتنی بر تلفن هوشمند، تخصیص بودجه برای آموزش‌های منظم IT و تقویت مشارکت‌های روابط عمومی است. این پژوهش نتیجه می‌گیرد که رهبری نبوی و آموزشی مدیر مدرسه، کلید اصلی افزایش رقابت‌پذیری و اعتماد والدین در مناطق نیمه‌روستایی است.

Educational leadership is increasingly recognised as a critical determinant of the quality, relevance and sustainability of education systems. The rapid development of digital technologies, changing learner expectations, increasing demands for accountability, teacher shortages, resource constraints and the emergence of artificial intelligence have expanded the responsibilities of educational leaders beyond traditional administration. This paper discusses the changing educational leadership in the digital age. The paper posits that educational leaders should not merely introduce technology into schools but should create an institutional culture where technology supports teaching, learning, and professional development. The paper notes that digital transformation cannot succeed through technology acquisition alone. Inadequate infrastructure, electricity challenges, digital inequality, limited professional development, resistance to change, weak institutional support, and insufficient leadership preparation may constrain implementation. The paper therefore advocates a context-sensitive model of educational leadership that integrates vision, instructional leadership, digital competence, distributed leadership, ethical practice, teacher development and community engagement. It was suggested that systematic preparation and continuous professional development of educational leaders, investment in digital infrastructure, stronger leadership standards, participatory governance, digital citizenship education, and context-sensitive monitoring of school leadership is important in Nigerian schools. The paper concludes that Nigeria's educational transformation requires leaders who can combine human-centred leadership with technological competence to create schools that are innovative, inclusive, collaborative and focused on meaningful learning

رهبری آموزشی به طور فزاینده‌ای به عنوان یکی از عوامل تعیین‌کننده کیفیت، ارتباط و پایداری نظام‌های آموزشی شناخته می‌شود. توسعه سریع فناوری‌های دیجیتال، تغییر انتظارات یادگیرندگان، افزایش تقاضا برای پاسخگویی، کمبود معلم، محدودیت منابع و ظهور هوش مصنوعی، مسئولیت‌های رهبران آموزشی را فراتر از مدیریت سنتی گسترش داده است. این مقاله به بررسی تحول رهبری آموزشی در عصر دیجیتال می‌پردازد. مقاله مطرح می‌کند که رهبران آموزشی نباید صرفاً فناوری را وارد مدارس کنند، بلکه باید فرهنگی نهادی ایجاد نمایند که در آن فناوری از آموزش، یادگیری و توسعه حرفه‌ای حمایت کند. مقاله تأکید می‌کند که تحول دیجیتال تنها از طریق تهیه فناوری محقق نمی‌شود. زیرساخت ناکافی، مشکلات برق، نابرابری دیجیتال، محدودیت در توسعه حرفه‌ای، مقاومت در برابر تغییر، حمایت نهادی ضعیف و آمادگی ناکافی رهبران می‌تواند اجرای این تحول را محدود کند. بنابراین، مقاله مدل حساس به زمینه‌ای از رهبری آموزشی را پیشنهاد می‌کند که چشم‌انداز، رهبری آموزشی، شایستگی دیجیتال، رهبری توزیعی، رفتار اخلاقی، توسعه معلمان و مشارکت جامعه را ادغام می‌کند. همچنین پیشنهاد شده است که آمادگی نظام‌مند و توسعه حرفه‌ای مستمر رهبران آموزشی، سرمایه‌گذاری در زیرساخت دیجیتال، استانداردهای قوی‌تر رهبری، حکمرانی مشارکتی، آموزش شهروندی دیجیتال و پایش حساس به زمینه رهبری مدارس در مدارس نیجریه اهمیت دارد. مقاله نتیجه می‌گیرد که تحول آموزشی نیجریه نیازمند رهبرانی است که بتوانند رهبری انسان‌محور را با شایستگی فناورانه ترکیب کنند تا مدارسی نوآور، فراگیر، مشارکتی و متمرکز بر یادگیری معنادار ایجاد نمایند.

Despite growing international recognition of supervisory leadership as a mechanism for improving teaching quality, many primary schools in Northeastern Thailand—particularly those in rural, resource-constrained areas—continue to experience unclear supervisory systems, inconsistent implementation, and insufficient follow-up on teacher development, and no synthesized framework of supervisory leadership has yet been empirically examined for this context. This research aimed to: (1) investigate the components and indicators of supervisory leadership (SL) among primary school administrators in Northeastern Thailand, and (2) examine the goodness-of-fit of the resulting component and indicator model against empirical data. An Exploratory Sequential Mixed Methods design (instrument-development model) was employed, in which qualitative findings from Phase 1 directly informed (built) the quantitative instrument tested in Phase 2. Phase 1 comprised a narrative document synthesis and semi-structured interviews with nine purposively selected experts. Phase 2 collected quantitative data from 680 school administrators and academic teachers across 340 schools using multi-stage random sampling. The instrument was a five-point Likert scale questionnaire with a reliability coefficient (Cronbach’s α) of 0.93. Data were analyzed using second-order confirmatory factor analysis (CFA) with maximum-likelihood estimation. Results supported a five-component, 15-indicator structure of SL: (1) Curriculum and Instructional Management (β = 0.946), (2) Positive Communication (β = 0.918), (3) Decision-Making Ability (β = 0.913), (4) Supervision Evaluation and Assessment (β = 0.904), and (5) Teacher Professional Development (β = 0.884). The final, modification-index-guided model showed a favorable fit to the sample covariance structure (χ² = 95.693, df = 82, p = .143, χ²/df = 1.167, RMSEA = 0.016, SRMR = 0.014, CFI = 0.999, TLI = 0.999); this fit, however, should be read together with several disclosed caveats—non-normal item distributions, a ceiling effect, unmodeled clustering from the two-respondents-per-school sampling design, and reliance on a maximum-likelihood estimator not fully robust to these conditions (Sect. 6.3 )—which qualify how strongly it can be taken as evidence of the model’s robustness. Within these limits, the findings support supervisory leadership as a multidimensional competency integrating interpersonal, academic-administrative, and professional-development dimensions in this sample and context. The five-component structure is one empirically supported configuration among several conceptualizations of supervisory leadership documented in the international literature, rather than an exhaustive account of the construct, and its transferability beyond Northeastern Thailand remains a hypothesis for future replication.

علی‌رغم افزایش شناخت بین‌المللی نسبت به رهبری نظارتی به عنوان سازوکاری برای ارتقاء کیفیت آموزش، بسیاری از مدارس ابتدایی در شمال‌شرقی تایلند—به‌ویژه در مناطق روستایی و کم‌منبع—همچنان با نظام‌های نظارتی نامشخص، اجرای ناسازگار و پیگیری ناکافی توسعه معلمان مواجه هستند و تاکنون هیچ چارچوب تلفیقی از رهبری نظارتی به طور تجربی برای این زمینه مورد بررسی قرار نگرفته است. هدف این پژوهش عبارت بود از: (1) شناسایی مؤلفه‌ها و شاخص‌های رهبری نظارتی (SL) در میان مدیران مدارس ابتدایی در شمال‌شرقی تایلند و (2) بررسی برازش مدل مؤلفه‌ها و شاخص‌های حاصل با داده‌های تجربی. این پژوهش از طرح آمیخته اکتشافی متوالی (مدل توسعه ابزار) بهره برد که در آن یافته‌های کیفی مرحله اول به طور مستقیم ابزار کمی مرحله دوم را شکل داد. مرحله اول شامل سنتز اسناد روایی و مصاحبه‌های نیمه‌ساختاریافته با نه نفر از خبرگان منتخب هدفمند بود. در مرحله دوم، داده‌های کمی از ۶۸۰ مدیر مدرسه و معلم آموزشی در ۳۴۰ مدرسه با نمونه‌گیری تصادفی چندمرحله‌ای گردآوری شد. ابزار پژوهش پرسشنامه‌ای با مقیاس لیکرت پنج‌درجه‌ای و ضریب پایایی (آلفای کرونباخ) ۰.۹۳ بود. داده‌ها با استفاده از تحلیل عاملی تأییدی مرتبه دوم (CFA) با برآورد حداکثر درست‌نمایی تحلیل شدند. نتایج از ساختار پنج‌مؤلفه‌ای و ۱۵ شاخصی رهبری نظارتی حمایت کردند: (1) مدیریت برنامه درسی و آموزشی (β = 0.946)، (2) ارتباط مثبت (β = 0.918)، (3) توانایی تصمیم‌گیری (β = 0.913)، (4) ارزیابی و سنجش نظارتی (β = 0.904)، و (5) توسعه حرفه‌ای معلمان (β = 0.884). مدل نهایی که با شاخص اصلاح هدایت شد، برازش مطلوبی با ساختار کوواریانس نمونه نشان داد (χ² = 95.693، df = 82، p = .143، χ²/df = 1.167، RMSEA = 0.016، SRMR = 0.014، CFI = 0.999، TLI = 0.999)؛ با این حال، این برازش باید همراه با چند محدودیت افشا شده—توزیع غیرنرمال گویه‌ها، اثر سقف، خوشه‌بندی مدل‌نشده ناشی از طرح نمونه‌گیری دو پاسخ‌دهنده در هر مدرسه، و اتکا به برآوردگر حداکثر درست‌نمایی که به طور کامل نسبت به این شرایط مقاوم نیست (بخش ۶.۳)—تفسیر شود که میزان استحکام مدل را مشروط می‌کند. در این چارچوب، یافته‌ها از رهبری نظارتی به عنوان یک شایستگی چندبعدی که ابعاد بین‌فردی، علمی-اداری و توسعه حرفه‌ای را در این نمونه و زمینه ادغام می‌کند، حمایت می‌کنند. ساختار پنج‌مؤلفه‌ای یکی از پیکربندی‌های تجربی تأیید شده در میان چندین مفهوم‌پردازی رهبری نظارتی در ادبیات بین‌المللی است و نه شرحی جامع از این سازه؛ همچنین قابلیت تعمیم آن فراتر از شمال‌شرقی تایلند فرضیه‌ای برای تکرارهای آتی است.

This study examines how educational supervision and educational evaluation can be integrated to improve the quality of Islamic educational institutions at the madrasah tsanawiyah (MTs) level in Samarinda. The problem addressed is that supervision and evaluation are often discussed and managed as separate routines, so supervision findings rarely serve as evidence for institutional quality decisions. The study aims to explain the relationship between the two, to formulate an integration model, and to identify supporting and inhibiting factors. It employed a qualitative library research design. Data were drawn from scientific articles published between 2021 and 2026, a government regulation on national education standards, and a local study conducted at an MTs in Samarinda, and were analyzed through data reduction, data display, and conclusion drawing with source triangulation. The results show that supervision supplies process evidence, while evaluation turns that evidence into quality decisions. Integration is best designed as a five-stage cycle: quality mapping, supervision planning, supervision implementation, evaluation of results and impacts, and follow-up coaching. An illustrative application shows that a small MTs can run this cycle through a quality team, a shared instrument, and a collaborative coaching approach. Leadership, quality culture, time management, and documentation of follow-up determine its success. The model is conceptual and requires empirical testing in further field research.

این مطالعه به بررسی چگونگی ادغام نظارت آموزشی و ارزیابی آموزشی به منظور ارتقای کیفیت مؤسسات آموزش اسلامی در سطح مدرسه متوسطه اول (مدرسه تسناویّه، MTs) در شهر ساماریندا می‌پردازد. مسئله مورد بررسی این است که نظارت و ارزیابی غالباً به عنوان فعالیت‌هایی جداگانه مورد بحث و مدیریت قرار می‌گیرند، به‌گونه‌ای که یافته‌های نظارت به ندرت به عنوان شواهدی برای تصمیم‌گیری‌های مرتبط با کیفیت مؤسسه مورد استفاده قرار می‌گیرند. هدف پژوهش، تبیین رابطه میان این دو، تدوین یک مدل ادغام و شناسایی عوامل تسهیل‌کننده و بازدارنده است. این پژوهش با رویکرد کیفی و روش مطالعه کتابخانه‌ای انجام شده است. داده‌ها از مقالات علمی منتشرشده بین سال‌های 2021 تا 2026، یک مقرره دولتی درباره استانداردهای ملی آموزش و یک مطالعه محلی انجام‌شده در یک مدرسه MTs در ساماریندا گردآوری و از طریق کاهش داده‌ها، نمایش داده‌ها و نتیجه‌گیری با استفاده از مثلث‌سازی منابع تحلیل شده‌اند. نتایج نشان می‌دهد که نظارت شواهد فرایندی را فراهم می‌کند، در حالی که ارزیابی این شواهد را به تصمیمات مرتبط با کیفیت تبدیل می‌کند. ادغام به بهترین نحو به صورت یک چرخه پنج‌مرحله‌ای طراحی می‌شود: نقشه‌برداری کیفیت، برنامه‌ریزی نظارت، اجرای نظارت، ارزیابی نتایج و پیامدها و پیگیری و هدایت بعدی. یک کاربرد نمونه نشان می‌دهد که یک مدرسه MTs کوچک می‌تواند این چرخه را از طریق یک تیم کیفیت، ابزار مشترک و رویکرد هدایت مشارکتی اجرا کند. رهبری، فرهنگ کیفیت، مدیریت زمان و مستندسازی پیگیری‌ها موفقیت این مدل را تعیین می‌کنند. این مدل مفهومی است و نیازمند آزمون تجربی در پژوهش‌های میدانی بعدی می‌باشد.

ABSTRACT Muhammadiyah schools face challenges in strengthening institutional competitiveness, improving school governance, and developing strategic plans that can guide sustainable school development. Many schools have not yet developed systematic Strategic Plans (Renstra) and school excellence roadmaps, resulting in short-term and less focused development efforts. This community service program aimed to enhance the capacity of principals and teachers in effective school leadership, strategic planning, and the development of school excellence roadmaps in Muhammadiyah schools in Boyolali Regency. The program employed a Participatory Action and Empowerment Model involving 17 Muhammadiyah elementary and junior secondary schools. The activities consisted of training, workshops, mentoring, and evaluation. The results demonstrated improved participants’ understanding of school leadership, institutional governance, strategic planning, and the implementation of strategic and operational plans. In addition, the program produced draft Strategic Plans (Renstra) and school excellence roadmaps that can serve as sustainable development guidelines for participating schools. The program also strengthened collaboration among the university, the Muhammadiyah Regional Board of Boyolali, the Primary and Secondary Education Council, and Muhammadiyah schools in improving educational quality and institutional competitiveness. The findings indicate that mentoring in strategic planning and school excellence roadmap development is an effective strategy for strengthening leadership capacity, governance, and the competitiveness of Muhammadiyah schools. Keywords: Muhammadiyah schools; strategic plan; school excellence roadmap; school leadership; school competitiveness ABSTRAK Sekolah Muhammadiyah menghadapi tantangan dalam meningkatkan daya saing lembaga, memperkuat tata kelola sekolah, serta menyusun perencanaan strategis yang mampu menjadi pedoman pengembangan sekolah secara berkelanjutan. Sebagian sekolah belum memiliki dokumen Rencana Strategis (Renstra) dan roadmap keunggulan yang tersusun secara sistematis sehingga pengembangan sekolah cenderung bersifat jangka pendek dan kurang terarah. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kapasitas kepala sekolah dan guru dalam kepemimpinan sekolah efektif, penyusunan Renstra, serta pengembangan roadmap keunggulan sekolah Muhammadiyah di Kabupaten Boyolali. Kegiatan dilaksanakan menggunakan pendekatan Participatory Action and Empowerment Model yang melibatkan 17 sekolah Muhammadiyah jenjang SD/MI dan SMP/MTs. Metode yang digunakan meliputi pelatihan, workshop, pendampingan, dan evaluasi. Hasil kegiatan menunjukkan adanya peningkatan pemahaman peserta mengenai kepemimpinan sekolah, tata kelola lembaga, perencanaan strategis, serta implementasi Renstra dan Renop. Selain itu, kegiatan menghasilkan draft Renstra dan roadmap keunggulan sekolah yang dapat digunakan sebagai pedoman pengembangan sekolah secara berkelanjutan. Program ini juga memperkuat sinergi antara perguruan tinggi, PDM Boyolali, Majelis Dikdasmen, dan sekolah Muhammadiyah dalam upaya meningkatkan mutu dan daya saing lembaga pendidikan. Kegiatan pendampingan Renstra dan roadmap keunggulan terbukti menjadi strategi yang efektif untuk memperkuat kapasitas kepemimpinan, tata kelola, dan daya saing sekolah Muhammadiyah. Kata kunci: sekolah Muhammadiyah; Renstra; roadmap keunggulan; kepemimpinan sekolah; daya saing sekolah

چکیده: مدارس محمدیه با چالش‌هایی در زمینه تقویت رقابت‌پذیری نهادی، بهبود حکمرانی مدرسه و توسعه برنامه‌های راهبردی مواجه هستند که می‌تواند راهنمای توسعه پایدار مدرسه باشد. بسیاری از مدارس هنوز برنامه راهبردی (Renstra) و نقشه‌راه برتری مدرسه را به‌صورت نظام‌مند تدوین نکرده‌اند و این امر منجر به تلاش‌های توسعه‌ای کوتاه‌مدت و کم‌تمرکز می‌شود. هدف این برنامه خدمت‌رسانی به جامعه، ارتقاء ظرفیت مدیران و معلمان در رهبری مؤثر مدرسه، برنامه‌ریزی راهبردی و توسعه نقشه‌راه برتری مدرسه در مدارس محمدیه شهرستان بویولالی بود. این برنامه با استفاده از مدل مشارکتی اقدام و توانمندسازی و با مشارکت ۱۷ مدرسه ابتدایی و متوسطه محمدیه اجرا شد. فعالیت‌ها شامل آموزش، کارگاه، مشاوره و ارزیابی بود. نتایج نشان داد که درک شرکت‌کنندگان از رهبری مدرسه، حکمرانی نهادی، برنامه‌ریزی راهبردی و اجرای برنامه‌های راهبردی و عملیاتی بهبود یافته است. علاوه بر این، برنامه منجر به تهیه پیش‌نویس برنامه راهبردی (Renstra) و نقشه‌راه برتری مدرسه شد که می‌تواند به‌عنوان راهنمای توسعه پایدار برای مدارس مشارکت‌کننده مورد استفاده قرار گیرد. این برنامه همچنین همکاری میان دانشگاه، هیئت منطقه‌ای محمدیه بویولالی، شورای آموزش ابتدایی و متوسطه و مدارس محمدیه را در جهت ارتقاء کیفیت آموزشی و رقابت‌پذیری نهادی تقویت کرد. یافته‌ها نشان می‌دهد که همراهی در برنامه‌ریزی راهبردی و توسعه نقشه‌راه برتری مدرسه، راهبردی مؤثر برای تقویت ظرفیت رهبری، حکمرانی و رقابت‌پذیری مدارس محمدیه است.

This phenomenological study explored the lived experiences of school heads leading Indigenous Peoples (IP) Community Schools in San Agustin and Lianga Districts, Division of Surigao del Sur, during School Year 2025–2026. Seven school heads were purposively selected and interviewed using a semi-structured guide, with data analyzed through thematic analysis. Findings showed that their experiences were shaped by cultural immersion and adaptive leadership, community trust and shared leadership, remote and resource-limited conditions, and fulfillment from learner and community transformation. To address challenges, school heads relied on resourcefulness, stakeholder partnerships, consultation with Indigenous leaders, flexible and participatory governance, and continuous professional learning. The participants also emphasized the need for community-centered governance, culturally responsive and inclusive instructional leadership, sustained Indigenous Peoples Education (IPEd) training and mentoring, adequate resources, and stronger inter-agency support. The study concludes that effective leadership in IP Community Schools is adaptive, relational, culturally responsive, and grounded in sustained collaboration with Indigenous communities and stakeholders.

این پژوهش پدیدارشناختی به بررسی تجربه‌های زیسته مدیران مدارس جامعه اقوام بومی (IP) در مناطق سن آگوستین و لیانگا، حوزه سوریگائو دل سور، در سال تحصیلی ۲۰۲۵–۲۰۲۶ پرداخت. هفت مدیر مدرسه به‌صورت هدفمند انتخاب و با استفاده از راهنمای نیمه‌ساختاریافته مورد مصاحبه قرار گرفتند و داده‌ها از طریق تحلیل تماتیک بررسی شدند. یافته‌ها نشان داد که تجربه‌های آنان تحت تأثیر غوطه‌وری فرهنگی و رهبری تطبیقی، اعتماد جامعه و رهبری مشارکتی، شرایط دورافتاده و کمبود منابع، و احساس رضایت از تحول یادگیرندگان و جامعه شکل گرفته است. برای مواجهه با چالش‌ها، مدیران مدارس بر خلاقیت، همکاری با ذی‌نفعان، مشاوره با رهبران بومی، حکمرانی انعطاف‌پذیر و مشارکتی و یادگیری حرفه‌ای مستمر تکیه داشتند. شرکت‌کنندگان همچنین بر ضرورت حکمرانی مبتنی بر جامعه، رهبری آموزشی پاسخگو و فراگیر نسبت به فرهنگ، تداوم آموزش و هدایت IPEd، منابع کافی و حمایت قوی‌تر بین‌سازمانی تأکید کردند. نتیجه پژوهش نشان می‌دهد که رهبری اثربخش در مدارس جامعه اقوام بومی تطبیقی، رابطه‌محور، پاسخگو به فرهنگ و مبتنی بر همکاری پایدار با جوامع بومی و ذی‌نفعان است.