سنتزپژوهی مؤلفه‌های رهبری آموزشی مبتنی بر علوم اعصاب شناختی

رویا فتوحی چایکندی; جهانگیر یاری حاج عطالو; غلامرضا  چلبیانلو

Authors

Roya Fotouhi Chaykandi - Ph. D. student in educational management, Department of Educational Science , Tabriz branch, Islamic Azad University, Tabriz, Iran. Author https://orcid.org/0000-0001-8527-7954
Jahangir Yari Hajatalou - Associate Professor, Department of Educational Science, Tabriz Branch, Islamic Azad University, Tabriz, Iran. Corresponding author https://orcid.org/0000-0002-8289-1964
Gholamreza Chalabianlou - Associate Professor, Department of Psychology, Azarbaijan Shahid Madani University, Tabriz , Iran Author https://orcid.org/0000-0002-3397-4122

Keywords:

Synthesis research, educational leadership, cognitive neuroscience

Abstract

This study aimed to identify and synthesize the components and indicators of educational leadership based on a cognitive neuroscience approach and to develop an integrated framework for enhancing leadership effectiveness in educational settings. This qualitative study employed a research synthesis and meta-synthesis approach. The study population comprised quantitative and qualitative investigations related to educational leadership, neuroscience-based leadership, and cognitive neuroscience published between 2010 and 2025. Relevant Persian and English keywords were searched across national and international scientific databases. Of the 225 initially identified sources, 16 studies meeting the inclusion criteria and demonstrating sufficient conceptual relevance were selected for final analysis. Data were analyzed according to the seven-stage synthesis procedure proposed by Sandelowski and Barroso. The analytical process involved content analysis, coding of meaning units, categorization of conceptually similar codes, and integration of findings across the selected studies. Coding reliability was additionally assessed using Holsti’s inter-coder agreement coefficient, which yielded a value of 0.82, indicating satisfactory analytical reliability. The synthesis of the selected studies resulted in the identification of 33 subcategories classified into five overarching categories. These included value-ethical competencies with 7 indicators, managerial skills with 9 indicators, personality characteristics with 8 indicators, communication-human skills with 6 indicators, and leadership skills with 3 indicators. The integrated findings demonstrated that neuroscience-based educational leadership constitutes a multidimensional construct in which leadership effectiveness emerges through the simultaneous interaction of ethical, managerial, interpersonal, personality-related, and leadership competencies. The findings indicate that integrating cognitive neuroscience principles into educational leadership can provide a comprehensive framework for the selection, training, assessment, and professional development of educational leaders. Strengthening these competencies may improve decision-making, interpersonal relationships, emotional regulation, strategic thinking, participatory leadership, and ultimately the effectiveness of school management.

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