Evaluating the Performance of Educational Leaders from the Perspective of Elementary School Teachers in Ahvaz

Abstract

The present study aimed to investigate the performance of educational leaders from the perspective of elementary school teachers in Ahvaz. This study was applied in terms of purpose and quantitative descriptive-survey in terms of methodology. The statistical population consisted of all elementary school teachers in Ahvaz during the 2024–2025 academic year (N = 4248). Based on Cochran’s formula, 351 teachers were selected through proportional stratified random sampling. Data were collected using a researcher-made questionnaire consisting of 29 items categorized into five dimensions: criteria and regulations, professional development, student behavior management, instructional process, and assessment of academic achievement. Content validity and face validity of the instrument were confirmed, and reliability was established using Cronbach’s alpha coefficient. Data were analyzed using descriptive statistics, the Kolmogorov–Smirnov test, one-sample t-test, and Friedman test in SPSS version 27. The results of the one-sample t-test indicated that the overall performance of educational leaders was significantly lower than the theoretical average level (p<0.05). The dimensions of criteria and regulations, student behavior management, and assessment of academic achievement were also significantly below the average level. The professional development dimension did not significantly differ from the average level and was evaluated as moderate. In contrast, the instructional process dimension was significantly above the average level (p<0.05). Furthermore, the Friedman test demonstrated significant differences among the dimensions of educational leaders’ performance (p<0.05), with instructional process receiving the highest rank and assessment of academic achievement receiving the lowest rank. The findings revealed that the overall performance of educational leaders from the perspective of elementary school teachers in Ahvaz was not satisfactory, although relatively favorable performance was observed in the instructional process dimension. Therefore, improving selection criteria, professional empowerment, assessment competencies, and practical instructional support for teachers appears necessary to enhance the effectiveness of educational leaders.