Document Type : Research Paper

Authors

1 atu

2 M.A. Educational Administration

Abstract

Abstract
The purpose of this study was to develop and validate the reflective leadership assessment instruments at schools. Literature review suggests, although reflective learning is not new knowledge, reflective leadership is a novel approach at school management and leadership, and in few studies in this field have not established valid tools for revealing this concept at schools. Extensive research literature review, the dimensions and statements of the principals’ reflective leadership scale were stablished based on Castelli’s (2012) reflective leadership model, and the data was compiled with the participation of 327 secondary teachers. Along with the face and content validity assessment of the itemsand dimensions by educational management practitioners, teachers and applying their views, participants' comments on the ambiguity, repetition, and relationship of the statements with the concepts and dimensions through the implementation of the scale in pilot study were applied. Results of exploratory and confirmatory factor analysis show that 29 items are in five factors: sense of safeness, openness, purpose, challenging beliefs and feedback provide reflective leadership measurement tools. Cronbach’s alpha coefficient was calculated for each factor and the total reliabilityy was estimated 0.97. This study is a pioneer research in measuring principals’ reflective leadership at schools. Reflective leadership is a fundamental factor in the positivist paradigm shift to interpretation at Iranian schools. Research findings for education practitioner will be useful in assessing and deploying reflective leadership at schools.

Keywords

امام جمعه، محمد رضا؛ کرامت، عزیز و ساکی، رضا. (1395). رابطه بین رهبری فکورانه با اثربخشی مدارس ابتدایی شهر قدس براساس الگوی پارسونز. رهیافتی نو در مدیریت آموزشی. 28(4)، 168-149.
حقانی، فریبا؛ جعفری میانایی، سهیلا و احسانی، مریم. (1392). یادگیری و یاددهی تأملی: مطالعه مروری. مجله ایرانی آموزش در علوم پزشکی، ۱۳ (۱۱)، 998-989.
سرجیوانی، توماس و استارات، رابرت. (1393). نظارت آموزشی: بازتعریف. مترجم رضا هویدا، علی سیادت و حمید رحیمی. اصفهان: انتشارات دانشگاه اصفهان.
سنگه، پیتر. ام. (1395). پنجمین فرمان، خلق سازمان‌های یادگیرنده. مترجم کمال هدایت و محمد روشن. تهران: سازمان مدیریت صنعتی.
ﺳﯿﻒ، ﻋﻠﯽ ﺍﮐﺒﺮ. (1380). ﻧﻈﺮﯾﻪ ﺳﺎﺯﻧﺪﮔﯽ ﯾﺎﺩﮔﯿﺮﯼ ﻭ ﮐﺎﺭﺑﺮﺩﻫﺎﯼ ﺁﻣﻮﺯﺷﯽ ﺁﻥ. فصلنامه ﺗﻌﻠﯿﻢ ﻭ ﺗﺮﺑﯿﺖ. 65(۱)، 76-61.
شوماخر، رندال ای و لومکس، ریچارد جی. (1388). مقدمهای بر مدل‏سازی معادله ساختاری. ترجمه وحید قاسمی. تهران: انتشارات جامعه شناسان.
کلاین، پل. (1382). راهنمای آسان تحلیل عاملی. ترجمة سیدجلال صدرالسادات و اصغر مینایی. تهران: سمت.
نیستانی، محمدرضا. (1391). اصول و مبانی دیالوگ: روش شناخت و آموزش. اصفهان: نشر آموخته.
Apple, R. (2015). Mindfulness matters: a powerful resource for over-stressed physician leaders. Physician leadership journal, 2(3), 42-44.
Bernard, A. W., Gorgas, D., Greenberger, S., Jacques, A., & Khandelwal, S. (2012). The use of reflection in emergency medicine education. Academic Emergency Medicine, 19(8), 978-982.
Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in higher education, 23(2), 191-206.
Castelli (2012). The Global Leader as Reflective Practitioner. Association for Global Business International Academy of Linguistics Behavioral and Social Sciences. Proceedings of the 24th Annual Meeting (Volume 24). November 15-17, 2012. Washington, D.C. U.S.A.
Castelli, P. A. (2016). Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217-236.
Castelli, P. A., Marx, T., & Egleston, D. (2014). Cultural adaptation mediates the relationship between reflective leadership and organizational performance for multinational organizations. Journal of Scholastic Inquiry: Business, 2(1), 57-70.
Coste, J., Guillemin, F., Pouchot, J., & Fermanian, J. (1997). Methodological approaches to shortening composite measurement scales. Journal of clinical epidemiology, 50(3), 247-252.
Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical assessment, research & evaluation, 10(7), 1-9.
Eby, M. A. (2000). Understanding professional development. Critical practice in health and social care, 48-70.
Ekebergh, M. (2007). Lifeworld‐based reflection and learning: a contribution to the reflective practice in nursing and nursing education. Reflective practice, 8(3), 331-343.
Ersozlu, A. (2016). School Principals' Reflective Leadership Skills through the Eyes of Science and Mathematics Teachers. International Journal of Environmental and Science Education, 11(5), 801-808.
Eraut, M. (2004). The practice of reflection. Learning in Health and Social Care, 3(2), 47-52.
Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
Finlay, L. (2008). Reflecting on reflective practice. PBPL paper, 52, 1-27.
Greenwood, J. (1993). Reflective practice: a critique of the work of Argyris and Schön. Journal of advanced nursing, 18(8), 1183-1187.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Lawrence-Wilkes, L., & Ashmore, L. (2014). The reflective practitioner in professional education. Springer.
Kolb, D. A. (1975). Toward an applied theory of experiential learning. Theories of group process.
McDaniel, E. A., & DiBella-McCarthy, H. (2012). Reflective leaders become causal agents of change. Journal of Management Development, 31(7), 663-671.
Matsuo, M., & Matsuo, M. (2016). Reflective leadership and team learning: an exploratory study. Journal of Workplace Learning, 28(5), 307-321.
Mezirow, J. (1998). On critical reflection. Adult education quarterly, 48(3), 185-198.
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. Psychology Press.
Romano, M. E. (2006). “Bumpy moments” in teaching: Reflections from practicing teachers. Teaching and Teacher Education, 22(8), 973-985.
Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School effectiveness and school improvement, 17(2), 179-199.
Schon, D. A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.
Schwartz, M. L., & Castelli, P. A. (2014). Motivating strategies leaders employ to increase follower effort. The Journal of Values-Based Leadership, 7(1), 8.
Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2012). Mindfulness-based cognitive therapy for depression. Guilford Press.
Sherwood, G., & Horton-Deutsch, S. (2012). Turning vision into action: Reflection to build a spirit of inquiry. Reflective practice: Transforming education and improving outcomes, 3-19