Synthesis of Dimensions, Indicators, and Components of Appropriate Educational Leadership for Blended Learning (In-Person and Virtual) in Elementary Education

Objective: The present study aimed to synthesize the dimensions, indicators, and components of appropriate educational leadership for blended learning (in-person and virtual) in elementary education.Methodology: The present study was qualitative and of the synthesis type. The statistical population of the research comprised existing studies from ۲۰۱۳ to ۲۰۲۳. In total, the number of articles and studies related to the keywords was ۱,۳۱۵ (۶۹ Persian articles and ۱,۲۴۶ English articles). Out of this number, ۲۶ studies (۲۲ English studies and ۴ Persian studies) were selected for final analysis based on exclusion criteria. The research data were analyzed using Roberts' six-step synthesis model, employing three-stage coding (open, axial, and selective).Findings: The data were identified in the form of ۱۶۲ open codes, ۲۴ axial codes, and ۷ selective codes. The dimensions identified include competent leadership, organizational dimensions, technology, philosophical and epistemological systems, learning environment, learning outcomes, and evaluation systems.Conclusion: Identifying the dimensions, indicators, and components of appropriate educational leadership for blended learning in elementary education can play a significant role in designing an appropriate model for this stage. Objective: The present study aimed to synthesize the dimensions, indicators, and components of appropriate educational leadership for blended learning (in-person and virtual) in elementary education. Methodology: The present study was qualitative and of the synthesis type. The statistical population of the research comprised existing studies from ۲۰۱۳ to ۲۰۲۳. In total, the number of articles and studies related to the keywords was ۱,۳۱۵ (۶۹ Persian articles and ۱,۲۴۶ English articles). Out of this number, ۲۶ studies (۲۲ English studies and ۴ Persian studies) were selected for final analysis based on exclusion criteria. The research data were analyzed using Roberts' six-step synthesis model, employing three-stage coding (open, axial, and selective). Findings: The data were identified in the form of ۱۶۲ open codes, ۲۴ axial codes, and ۷ selective codes. The dimensions identified include competent leadership, organizational dimensions, technology, philosophical and epistemological systems, learning environment, learning outcomes, and evaluation systems. Conclusion: Identifying the dimensions, indicators, and components of appropriate educational leadership for blended learning in elementary education can play a significant role in designing an appropriate model for this stage.

کلیدواژه ها:

Educational leadership ، blended learning ، elementary education ، synthesis research