Evaluating the effectiveness of quantum leadership skills training on thinking style and knowledge sharing behavior of school principals

The aim of this study was to determine the effectiveness of quantum skills training on thinking style and knowledge sharing behavior of girls' high school principals in Isfahan. This research is a type of exploratory combined research that has a quantitative and qualitative nature. In the qualitative part, the theme analysis method was used inductively and in the quantitative part, the quasi-experimental method was used with the control group.. The statistical population of the quantitative part of this study consisted of all principals of the first and second secondary schools for girls in Isfahan in 1399, whose number included 228 people and 40 of them were selected as a sample as available. In the present study, first the educational content of quantum leadership skills was obtained through the analysis of Atrid Sterling and finally the educational content of a comprehensive theme (quantum leadership skills), seven organizing themes (quantum vision skills, quantum thinking, Quantum sense, quantum cognition, quantum action, quantum trust, and quantum bio) and 32 basic themes were formed and validated. The total content validity index of the theme template was 0.85 and the value of Holst coefficient (0.96) was estimated. Also, the correlation coefficient of the two disciplines obtained from the training package was estimated to be 1.78 and the internal and external validity of the quantum leadership skills training content was confirmed. Measurement tools in this study are Sternberg-Wagner Thinking Styles Questionnaire, the content validity of which has been approved by experts and has a reliability of more than 0.70, and the Wenden Hoff and Van Winen Knowledge Sharing Behavior Questionnaire with Factor load coefficients were higher than 0.6 and reliability was 0.86. Based on the results, the difference between the experimental and control groups in terms of thinking styles, knowledge presentation and total knowledge sharing score was significant (P≤0.05). However, the difference between the experimental and control groups in terms of knowledge acquisition was not significant (P= 0.06) and training in quantum leadership skills was not effective in receiving knowledge.