Caring Leadership of School Principals: A qualitative study

The realization of school goals and, consequently, the realization of the goals of the education system require special attention to school principals and, in particular, their leadership role.Lambert (2006) believes that a successful leader can be a factor in making positive changes in the success of the students, teachers and school he leads.Some of these goals include general development and the well-being of others, meeting the special needs of individuals, and developing the capacity of care between themselves and others (Lewis, Murphy and Smilley, 2016).Weyl (1951) takes care as consideration for others And he understands, senses and acts in the interests of others.The common denominator of these researchers is that care is part of the relationships that emerge through activity and engagement.Care is something that occurs with the carer and is taken care of by the person being cared for. Therefore, leadership can be used as a school environment that suggests the need for the discipline of school management is based on the principles of care (Start, 1997).Carter (2012) argues that a school-based care principle that emphasizes respectful and trustworthy relationships as well as academic discipline will increase student participation, social and emotional competence, progress and academic success, and reduce their expulsion.School care communities focus on teaching and leadership, organizational structures, and promoting school culture based on the principle of care, emphasizing relationships based on features such as civility, care for others, friendship, respect and trust. . . Rely on (Lehmann, 2000).Nadings (2005) suggests three types of care under the heading of aesthetic care and reliable and careful care in the field of education.In this research, we have tried to develop and present a model of native and relevant culture and education system of the leadership of the school principals. Therefore, the main objectives of the present research are to identify the main components of the caring leadership of high school principals and provide a native model of caring leadership among high school principals. Research methodology Since the main objective of the research is to identify the main components of the leadership of the school principals and provide a native model of the leadership of the school principals,the qualitative research approach and the methodology of the data theory of the foundation have been used in this research.This is a developmental goal in terms of purpose. The process of implementation of the research is that firstly, the components of the leadership of the school principals were developed, then the school leadership model was designed for school administrators.The two main stages of the process of this study were identifying the leadership indicators of Sanandaj middle school principals and providing a model for caring leadership among Sanandaj high school principals.In the first part of the study, based on theoretical and research bases and the use of purposeful sampling and semi-structured interviews with the number of 25 high school principals and teachers, the primary indicators of the leadership of the school administrators were identified.To analyze andthe analysis of the data extracted from the interviews was done using qualitative data analysis (qualitative content analysis and coding process). Findings Regarding the analysis of the results of the interviews and the responses of the contributors to the causal conditions in this research, which influences the main category (leadership of high school administrators), includes the category of goals, vision and mission of the school, the characteristicsEthical and professional managers, environmental, family and economic conditions of students and teachers, philanthropy, empathy, motivation and dynamics of the school community, the support of senior executives of the organization, commitment and responsibility, and the mission of the teacher. The central phenomenon of the proposed model is the leadership of the school principals, which includes three main categories and 11 sub-categories that are: Objectives (prevention and protection, involvement of the school community, creating a safe and uplifting environment). Characteristics (personality and professional characteristics,Relationships based on justice and goodness, encouragement, supportive and supportive (implementation practices (care measures, ethical model, use of communication skills, trust and mutual understanding. (Subjective conditions include the educational needs, the social and emotional needs of individuals, the daily care activities of managers and teachers, the acceptance and welcoming and support of families and the intimate relationship between the parents and the school, the philosophy of religious education, religious beliefs and beliefs of individuals, the existenceThe document is the fundamental transformation of education, the personal and human characteristics of the director and co-workers. Four categories of influence on the political, social and religious issues of the local community, the allocation of financial and material resources and equipment for schools, an effective training program for teachers and school partners, the welfare and livelihood of school administrators and teachers. The proposed model strategies include modeling the fundamental values of care for the school community, identifying the mechanisms of participation and effective communication, based on justice and goodwill in the school community, developing insight into the school community, creating a nurturing, safe and vibrant environment. At the school, adopting effective leadership and implementing organizational behavior based on trust and mutual understanding in school, developing educational goals and teaching content tailored to the needs of students and diversity of the local community, creating a decentralized management structure of the educational system, managing communication processesinside and out of school. The implications of caring leadership for school principals can be related to students' academic achievement, social and emotional learning, the institutionalization of care culture, prevention and protection, increased sense of belonging and participation, increased social status of teachers and managers. In this way, school administrators will be able to better carry out their duties and responsibilities, and provide a boost to their school, if they achieve a caretaker leadership. Discussion and conclusion According to the results of the coding of documents and interviews, after reviewing the experts, the components of the leadership of the school principals in the six main categories of causative conditions, the pivotal phenomenon, the leadership strategies of managers, the mediating conditions, the conditions of intervention, and the consequences of the leadership of the managers of the compilationAnd presented