Document Type : Original Article
Authors
1
, Ph.D Candidate in Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Counseling, Islamic Āzād University
2
(PhD), Full Professor, Department of Educational Sciences, Faculty of Educational Sciences and Counseling, Islamic Āzād University (Roudehen Branch), Roudehen, Iran
3
(PhD), Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Counseling, Islamic Āzād University (Roudehen Branch), Roudehen, Iran
Abstract
The present study aimed to identify and examine the dimensions and components of self-leadership of 2nd cycle secondary school students. In terms of purpose, this research was applied, and in terms of methodology, it was qualitative, employing both document analysis and interview with experts. The research population consisted of two parts: in the first part, relevant scientific documents and records, and in the second part, experts familiar with the field. Accordingly, the sample in the first part included 15 relevant books and theses, 29 domestic articles, and 21 international articles. In the second part, the sample consisted of 16 experts in educational management, educational psychology, and the staff managers of the Ministry of Education. Purposeful sampling was employed in both parts to achieve theoretical saturation concerning the themes of self-leadership. According to the results, 63 basic themes (components) and 14 overarching themes (dimensions) were identified to construct a conceptual model. Findings also indicated that the most important dimensions of self-leadership among 2nd cycle secondary school students include self-management, self-development, self-guidance, self-awareness, self-regulation, self-correction, self-efficacy, self-motivation, self-influence, self-belief, self-learning, and responsibility. Identifying these components can assist the educational administrators, policymakers, and practitioners in more effectively implementing self-leadership training for students and institutionalizing a culture of self-leadership among them.
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