A Comparative Study of Educational Leadership in Finland and England: Lessons for Iran

 
Background and Objectives: Educational leadership is recognized as one of the key components of developing the quality of educational systems, and international research has shown that models, structures, policies, and programs for training school leaders in different countries have significant differences and similarities. Recent studies have emphasized that adapting educational leadership components to the cultural, organizational, and policy-making contexts of each country plays an important role in the success of schools. Therefore, the present study aimed to conduct a comparative study of educational leadership in Finland and the United Kingdom and provide lessons for Iran. Method: The present study was a qualitative-applied and comparative study in which the Bode model method, which has four stages of description, interpretation, juxtaposition, and comparison, was used to analyze data. The data collection tool for this study was a library type, and materials were collected through a review of 12 research and review articles from domestic and foreign journals, as well as 2 books related to the present study. Findings: The research findings showed that the type of education system in England is centralized and Finland is decentralized. In terms of leadership style, England uses distributed leadership and Finland uses distributed and participatory leadership. There is decentralization in the context of the UK. Reforms in teacher education have also been implemented in these countries. Educational workshops on educational leadership are held in these two countries. There are institutions in the field of education and training of educational leaders and managers in England. Conclusion: Based on the results obtained from the analysis of the findings, the two countries of England and Finland have emphasized the empowerment of leaders and the professional growth of educational leadership, leadership training, and granting responsibility to schools. This research can help educational planners and policymakers in selecting and appointing educational leaders in primary schools.