Proposing a Positive Leadership Model in the Ecosystem of Iranian Higher Education (A Qualitative Approach)
Keywords:
Positive leadership, higher education, educational ecosystem, educational managementAbstract
The aim of the present study is to propose a positive leadership model within the ecosystem of Iranian higher education. Adopting the qualitative research tradition of content thematic analysis, this study presents a model of positive leadership adapted to the higher education context in Iran. The research domain encompassed all relevant international articles published between 2000 and 2025, as well as domestic articles in the same field from 2010 to 2024. A total of 77 articles were selected through purposive criterion-based sampling and subsequently analyzed and coded. After data saturation was reached, the data were analyzed using an inductive thematic analysis approach through coding and categorization, with validation ensured via the “independent coders” method. The findings revealed that the core components of positive leadership include a focus on virtue, supportiveness, positive affect, positive agency, and meaningfulness. These components enhance relationships among team members and foster a positive and constructive educational environment within universities. The implementation of these components can assist academic leaders in increasing motivation and supporting their members, ultimately leading to improved quality in both teaching and research at educational institutions. Positive academic leadership may yield beneficial outcomes for universities, faculty, students, and even the broader society. The proposed model in this study can serve as a framework for nurturing and developing positive leaders and as a practical guide for educational managers and leaders aiming to bring about positive and sustainable changes in Iran's higher education system. Positive leadership has a high potential for generating desirable outcomes at various levels. However, achieving these outcomes requires a comprehensive and validated model and framework. The model presented in this research can serve as a practical guide for educational managers and leaders striving to create positive change in the higher education system in Iran. Additionally, this model can be employed to foster and develop positive academic leaders.
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