Presenting a Virtual Leadership Model in Elementary Schools in Ardabil Province( Multi-Grounded Theory Method )

Document Type : Original Article

Authors

1 M,A of Educational Management, Islamic Azad University, Ardabil Branch, Ardabil, Iran.

2 . Department of Educational Studies and Curriculum Planning, Ardabil Branch, Islamic Azad University, Ardabil, Iran.

Abstract

Background and Objectives: School management and leadership in virtual space has been one of the major issues for school administrators. According to the findings of past studies, the performance of virtual school administrators is fundamentally different from that of traditional school administrators. It should be said that virtual leadership is a process of social influence in the modern era that exists in both near and far environments through advanced information technology and can cause changes in attitudes, feelings, thinking, behavior, and performance. The purpose of this research was to investigate the presentation of virtual leadership model in primary schools of Ardabil province. Method: The present study was conducted with a qualitative research approach of multiple grounded theory. The research environment of the study consists of school principals and scholars in the field of educational management in Ardabil province, and in this study, 20 scholars from elementary schools were interviewed. The sampling method was purposeful snowball. The paradigmatic model with the systematic approach of Strauss and Corbin (2007) was used to analyze the data. In order to validate the findings, the criteria of proportionality, logic, and depth of the findings were used based on previous studies. Findings: The results of the study indicate that virtual leadership in schools in Ardabil province is achieved with causal conditions (strengthening intra-school interactions and strengthening extra-school interactions), environmental conditions (technology infrastructure and support), facilitating conditions (facilitating virtual communication skills and a culture of using technology), and is consistent with virtual leadership development strategies (enablers and education with technology). Conclusion: Virtual leadership in elementary schools can lead to outcomes including: increased virtual collaboration and interaction, improved technological skills in school, improved school-family relationships and bonding, development of digital communication skills in school, and increased efficiency in school functions in terms of expediting school affairs.

Keywords

References

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Journals of Research in Teacher Education Curriculum Studies
Volume 6, Issue 1 - Serial Number 10
August 2026
Pages 128-144

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