Validation of the Model of Attentional Leadership Components in Education Managers in Mazandaran
Keywords:
Model validation, attentional leadership, leadership components, educational managersAbstract
The objective of this study was to validate the model of attentional (attentional) leadership components among education managers in Mazandaran province. This applied and quantitative study employed a descriptive–survey design. The statistical population included 280 education managers from six cities in Mazandaran, from which a sample of 162 participants was selected using Cochran’s formula and multi-stage cluster sampling. Data were collected through a researcher-made questionnaire. Content and face validity were confirmed by experts using the CVI index, and reliability was verified through Cronbach’s alpha and composite reliability. Data were analyzed using descriptive statistics, confirmatory factor analysis, and structural equation modeling through SPSS and SmartPLS. Confirmatory factor analysis indicated that all components of attentional leadership—including strategic direction, strategic thinking and forecasting, flexibility and change management, organizational culture development, ethical values, distraction elimination, supportive behavior, behavioral flexibility, positive work relationships, open communication, empathy, decision making, analytical and critical thinking, and emotional–social intelligence—had significant factor loadings (t > 1.96) and acceptable reliability levels (CR > 0.70). Model fit indicators (SRMR = 0.072; GOF = 0.654) demonstrated satisfactory overall model fit. The validated model offers a reliable and coherent framework for assessing attentional leadership in educational settings, supporting its applicability for leadership development, strategic planning, and organizational improvement within schools.
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Copyright (c) 1404 Rasool Salehi Bandebeni (Author); Maryam Taghvaee Yazdi (Corresponding author); Reza Uosefi Saeedabadi (Author)
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