Identifying the Components of Curriculum Content for Empowering Educational and Training Leaders in Elementary Education
Keywords:
Curriculum, Empowerment, Leaders, Elementary PeriodAbstract
This study aimed to identify the components of curriculum content for empowering educational and training leaders in elementary education with particular attention to their occupational needs, requirements, and workplace realities. This fundamental qualitative study was conducted using a phenomenological approach. The target population consisted of experts in educational sciences, psychology, and sociology, as well as experienced educational and training leaders. Participants were recruited through purposive sampling. Data were collected through in-depth, semi-structured interviews and continued until data saturation was achieved. Initial saturation occurred after approximately 16 interviews; however, three additional interviews were conducted to ensure adequacy, resulting in a final sample of 19 participants. Trustworthiness was established through the criteria of credibility, transferability, dependability, and confirmability. Interview data were analyzed according to Colaizzi’s seven-step analytical method, through which primary concepts, subthemes, and overarching themes were systematically extracted and organized. Analysis of the qualitative data revealed that the curriculum content required for empowering educational and training leaders in elementary education comprised three main themes, eight subthemes, and 59 primary concepts. The first main theme, managerial improvement, consisted of individual development, educational development, and curriculum development. The second theme, professional improvement, encompassed educational leadership, research orientation, and teaching and learning. The third theme, supportive improvement, comprised support programs for educational leaders and encouraging leaders to provide supportive programs. Collectively, the findings indicated that effective empowerment requires a multidimensional curriculum integrating individual and managerial competencies, educational leadership and research capacities, teaching and learning competencies, and organizational and intersectoral support. Revising empowerment curriculum content according to educational leaders’ actual occupational needs and workplace challenges may improve the quality and relevance of empowerment programs and strengthen leaders’ preparedness to perform their educational, managerial, professional, and supportive roles effectively in elementary schools.
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