Department of Educational Management, Maha,C. Islamic Azad University, Mahallat, Iran
Abstract: (45 Views)
Common theories of educational leadership have often been developed within Western contexts, and their uncritical application in Iran may lead to the dominance of non-indigenous models over the understanding of school, the role of the principal, and educational aims. Therefore, the purpose of this study was to decolonize educational leadership theories with an approach to reviving Iranian schools. A mixed-methods approach, including classical grounded theory and research synthesis, was employed. In the first phase, the research field included all articles published between 2016 and 2026 for international studies and between 1400 and 1405 in the Iranian calendar for Iranian studies. Sampling in both methods was purposive and continued until informational adequacy was reached, including 34 articles and 21 participants. The data collection tool for the research synthesis was textual reading, while in the grounded theory phase, in-depth and unstructured interviews were used. Validation was conducted based on the four criteria proposed by Guba and Lincoln (1985), namely transferability, confirmability, dependability, and credibility. Data analysis at the two levels of research synthesis and classical grounded theory was carried out using an integration and aggregation procedure based on Uwe Flick’s interpretive–holistic strategy (2002). Overall, the findings indicated that decolonizing educational leadership theories with an approach to reviving Iranian schools is possible through eight levels: epistemological, anthropological and educational, value-based and cultural, linguistic and conceptual, theoretical and model-based, methodological and research-oriented, institutional and policy-oriented, and practical and school-based levels.
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