طراحی الگوی نقش رهبران آموزشی در فضاسازی تربیتی تزکیه محور در مدارس در اندیشه رهبرشهیدآیت‌الله خامنه‌ای

The purpose of this research was to explain the role of educational leaders in “Tazkiyeh-centered” educational space-making based on the thought of Ayatollah Khamenei. This qualitative study employed a grounded theory method following the systematic approach of Strauss and Corbin. The study population consisted of his statements from 1974 to 2023. Through purposeful sampling and reaching theoretical saturation, 134 text segments were analyzed. Following three levels of coding (open, axial, and selective), the findings revealed that the constructive interaction of causal factors (educational, managerial, and environmental) within the framework of the Islamic system as contextual conditions, along with the self-awareness of managers and students as intervening/facilitating conditions, leads to a style of “Muqsitaneh (Just) Leadership” as the central phenomenon. This phenomenon is characterized by dimensions of “Justice-centeredness,” “Justice-nurturing,” “Justice-spreading,” and “Justice-creation.” Furthermore, two primary intervening obstacles —the “commanding self” (Nafs al-Ammarah) and the enemy’s adverse propaganda—were identified. Educational leaders play their roles in Tazkiyeh-based educational space-making in schools through the primary strategy of honoring both teacher and student, alongside educational and developmental strategies with an explanatory approach, institutionalization strategies with a symbolic approach, facilitating the acquisition of beneficial knowledge with a supportive approach, space-making strategies with a persuasive approach, and supervisory strategies with a reformative approach. In this process, they fulfill roles such as Honorer (Mukrim), Guide (Hadi), Warner (Mundhir) and Bringer of Glad Tidings (Mubashir), Mentor (Murshid), Reformer (Muslih), Strengthener, Role Model, Facilitator, Space-maker, Mujahid, Witness, and Monitor