رهبری به‌مثابه فرایند یادگیری: چارچوبی تلفیقی برای توسعه رهبران مبتنی بر بازاندیشی، معنا و حکمت عملی

سکینه رستگار مقدم ابراهیمیان

Authors

Sakineh Rastegar Moghadam Ebrahimian Assistant Professor, Department of Theology, Farhangian University, Tehran, Iran https://orcid.org/0009-0007-2032-4060

Keywords:

Leader development, leadership learning, reflection, meaning-making, practical wisdom, learning transfer

Abstract

This study aimed to develop and empirically test an integrative framework of leader development by conceptualizing leadership as a learning process centered on reflection, meaning-making, practical wisdom, and the transfer of learning into action. An exploratory sequential mixed-methods design was conducted in Tehran. In the qualitative phase, 24 university academics, senior and middle managers, and leadership development specialists were selected through purposive sampling, and data were collected using semi-structured interviews and analyzed through reflective thematic analysis and constant comparison. In the quantitative phase, 384 managers from governmental, public, and private organizations in Tehran were selected using multistage sampling. A researcher-developed questionnaire derived from the qualitative findings was used. Construct validity and reliability were assessed through confirmatory factor analysis, Cronbach’s alpha, composite reliability, average variance extracted, and HTMT. Structural equation modeling and bootstrapping with 5,000 resamples were used to test the hypothesized relationships and indirect effects. Developmental experiences significantly predicted reflection (β=0.61, p<0.001). Reflection significantly predicted meaning-making (β=0.53, p<0.001) and practical wisdom (β=0.29, p<0.001). Meaning-making significantly predicted practical wisdom (β=0.47, p<0.001) and learning transfer into action (β=0.21, p<0.001). Practical wisdom significantly predicted learning transfer (β=0.58, p<0.001), while learning transfer was the strongest direct predictor of leader development (β=0.63, p<0.001). The direct effect of developmental experiences on leader development was not significant (β=0.08, p=0.051), whereas the sequential indirect effect through reflection, meaning-making, practical wisdom, and learning transfer was significant (β=0.11, p<0.001). The final model explained 61.4% of the variance in leader development. Leader development is better understood as a cyclical learning process in which experience becomes developmentally effective only when it is reflected upon, interpreted through meaning-making, transformed into practical wisdom, and translated into leadership action.

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