Structural Modeling Effect of Visionary Leadership on Principals' Performance(Study in Isfahan Educational Organization)

Extended abstract
Abectract
Having Visionary leadership is one of the essential requirements of the educational system. The purpose of this study is to determine the effect of Visionary Leadership on the principals' performance of high schools in Isfahan city. This research is descriptive-correlation and modeling based on structural equations. The statistical population of the study included high school principals in Isfahan city during the 2015-2016 academic year; the number of managers is equal to 3766 people. The statistical sample and the method of sampling were selected by stratified random sampling, and the Morgan table was used to determine the sample size. The sample size was 368 people. To collect the data, two researcher-made questionnaires were used. Their content validity was confirmed by educational specialists and their reliability was calculated using the Cronbach's alpha coefficient equal to 0.925 and 0.935. Statistical analysis of spss23 and AMOS was used to analyze the data. The results of this study showed that Visionary Leadership with path coefficient (0.78) on the performance of managers and with path coefficient (0.78) on educational component, and with path coefficient (0.72) on the cultivar component and with path coefficient (0.65) has been affecting the executive and financial performance of managers; and all components of the variable of Visionary Leadership on performance of managers have been statistically significant.
 
Introduction
In the last two decades, management experts have divided leadership studies into two parts, traditional and modern studies which that the Visionary Leadership theory is the field of modern studies. According to the studies, the "Vision or Insight" means "The imagination or imagination shaped by its masters, the desirable, realistic, predictive and appealing future of an organizational situation which formulation and transmission will lead to the sustainability of the followers. This vision is called strategic insight or correct insight (Banis, 1995). According to this definition, researchers recently examined the subject of the insight and vision of the leader as "Visionary Leadership Theory". Visionary Leadership is a theory that is highly pay attention to great principals and managers, it is an optimistic, applied, and change-oriented approach, a distinction between principal and leader, a new and modern perspective on leadership, the need for insight into its followers is obvious. It is the interactive process, the characteristics and skills developed in it are different from the traditional approach, and it is important to note the many factors that influence the formation of the style and the behavior of the leader. The relationship between the father of the son of Visionary Leader and his followers and their empowerment is evident in this theory (Nanos, 1998). Based on the study of resources and scientific books, the visionary leaders are those who primarily enjoy the power of visualization, visionary, and imagination. They have such intelligence that can develop a true, realistic and inspiring perspective for their organization according to economic, political, cultural and technological aspects of the environment (Mintzberg, 2004). Sashkin (2003) describes it as follows: Visionary Leadership refers to the ability of the leader to define and express a clear idea of ​​the vision future for the organization, transferring it to followers, and helping them to realize it. Also, in the other definition of visionary leadership, the following is stated: The leader's ability to create, operate and guide a long-term vision for an organization that derives from the changing environmental needs. This action is accompanied by a clear statement of insight with a long-term vision, coaching management style, participatory change, employee empowerment, and the planning and implementation of organizational change (Anderson et al. 1994).
Case study: Study in Isfahan Educational Organization
Materials and Methods
This research is descriptive-correlation and modeling based on structural equations. The statistical population of the study included high school principals in Isfahan city in the 2015-2016 academic year. The number of high school principals in Isfahan city is 3766. The statistical sample and the sampling method were selected by stratified random sampling, and the Morgan table was used to determine the sample size. The sample size was estimated to be 368 people. Two researcher-made questionnaires were used to collect data.
1-The Visionary Leadership Questionnaire was developed based on the study of the theoretical resources available for Visionary leadership and interviews with school principals and specialists, which included 45 questions and four components (personality, behavior, value, and motivation).
2-The questionnaire of school principals was developed based on the study of the theoretical sources contained in the regulations of executive duties, which included 63 questions and three components (educational, educational, executive and financial). The face and content validity of Visionary Leadership Inventory and the performance of managers were confirmed by supervisors and consultants and management experts. The reliability of the questionnaires was used by Cronbach's alpha coefficient. The reliability coefficient of Visionary Leadership Questionnaire was 0.925 and the reliability coefficient of managers' performance questionnaire was 0.935 It was obtained that indicates the high reliability of measuring instruments.
Discussion and Results
The data were analyzed by using SPSS and AMOS software at inferential level; and assumptions of statistical tests were used to model structural equations...To answer the research question that the structural model of the relation between Visionary leadership components and the components of the principals' performance of school is used, a structural equation model has been used. Indicators for the evaluation of the generality of the modified structural equation model with respect to the optimal range of these indices in the aggregate indicates that the assumed model is supported by the research data and all indicators indicate the desirability of the structural equation model.
Conclusion
After reviewing various researches, the results of this study are in part aligned with the researches of Movahedzadeh and partner (2012), Nadali and Iybaghi ​​Esfahani (2012), Shabani Sarouei (2016), also with the results of researches by Brasson, Shimir, Avilio and Popper (2001), Sinar and Chaban (2012), Moore Whitehurst (2013) (Katse and Flood, 2017), Salim (2015); therefore, it can be concluded that among the components Visionary Leadership, which is component, personality, behavioral, value, and motivational, and the principals' performance of high school, which includes educational, executive, and financial duties, is related to the fact that the higher the leading leadership in education is more powerful and high, as well as the ability of managers and their performance. There is a direct relationship between Visionary Leadership and principals' performance of high school. The level of presence of insightful leaders in the education and training of high school administrators will grow and it is certain that human resource empowerment will also affect the productivity and effectiveness of the organization and in fact will increase productivity in education, facilitate and accelerate the achievement of organizational goals and missions. Therefore, in explaining the results, we can say that the personality characteristics of Visionary Leadership which include: relatively stable spirits in the appearance of certain behaviors such as goodness, decisiveness, humility, patience, trust, prosperity, tolerance of dissent, high intelligence, counseling, trust To others, it can be right to focus on the principals' educational tasks of high school, including supervising teachers and educational groups, finding appropriate solutions to educational problems, continuous assessment of staff and student activities, communication with student parents, provision and provision of equipment and logistics, and educational, stimulating sensation.