Document Type : علمی - پژوهشی
Authors
1
Ph.D student of educational administration department, Qom branch, Islamic azad university, Qom, Iran.
2
Department of curriculum and instruction, University of Tehran
10.48308/jcoc.2024.235906.1396
Abstract
The literature review highlights a gap in research regarding the development of students' leadership skills through active teaching-learning approaches, particularly cooperative learning. This combined study seeks to investigate the methods for fostering students' leadership abilities within a cooperative learning environment. Initially, 39 scholarly works were analyzed using Sandelowski and Barroso's method, and the data were coded using Atlas.ti software. To further enrich the data, focus groups were conducted, and the patterns identified in two qualitative studies were subjected to confirmatory factor analysis. The results obtained from the structural equation model and Lisrel software indicated that the model exhibited a satisfactory fit. The findings revealed that positive and mutual interdependence, a key element of cooperative learning, enhances students' listening skills, respect for others, cooperation, communication, acceptance, and empathy. Similarly, responsibility, as another essential element, contributes to the development of self-confidence, self-esteem, and respect for others' rights. Furthermore, interpersonal skill development plays a crucial role in enhancing interactive and communication skills, as well as fostering problem-solving, conflict resolution, leadership, and group awareness skills in students. Finally, interaction, the fourth element, was found to improve communication and problem-solving skills. This study's outcomes have the potential to increase educators' willingness to adopt cooperative learning approaches, prompt educational policymakers to align lesson content with this approach, and influence the design of teacher training programs.
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