Document Type : Original Article
Authors
1 PhD Graduate in Educational Administration, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2 Professor, Department of Educational Sciences, Faculty of Education and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.
3 Assistant Professor, Department of Educational Sciences, Faculty of Education and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.
Abstract
The present study was conducted with the aim of designing a supportive leadership model in the higher education system using a grounded theory approach. In terms of purpose, this research was basic, and in terms of implementation, it was qualitative.The target population comprised faculty members in the fields of Educational Administration and Higher Education Management at University of Mohaghegh Ardabili and Farhangian University of Ardabil. Using purposive sampling, 15 participants were selected, and the data collection process continued until theoretical saturation was achieved. Data collection continued until theoretical saturation was achieved. The data were gathered through in-depth semi-structured interviews. To ensure the credibility of the data and findings, three methods were employed: researcher positioning, triangulation, and external auditing. After data collection, interview analysis was carried out through the coding process in three stages: open, axial, and selective coding. The findings indicated that the supportive leadership model in higher education was organized based on 90 open codes, 8 categories, and 6 paradigmatic components, including the central phenomenon, causal conditions, contextual conditions, intervening conditions, strategies, and consequences. The main identified categories included characteristics of a supportive leader, support for faculty members and staff, human resource empowerment, organizational communication, organizational culture and structure, environmental and intervening factors, managerial strategies, and the outcomes of supportive leadership. Based on the findings, the designed model can provide an appropriate framework for improving leadership quality and enhancing university performance in the higher education system.
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