Razieh Shabani; Abbas Khorshidi; Lotfollah Abbasi; Koroush Fathivajargah
Volume 12, Special Issue , June 2018, , Pages 79-94
Abstract
In this research, a model of competency for principals of Tehran's primary schools has been presented. The statistical population of the present study consisted of 30 people (5 women and 25 men) from the experts who were selected through a sampling of targeted target snowball. A sample of 30 experts ...
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In this research, a model of competency for principals of Tehran's primary schools has been presented. The statistical population of the present study consisted of 30 people (5 women and 25 men) from the experts who were selected through a sampling of targeted target snowball. A sample of 30 experts in the field of educational science were selected. The methodology of the present study is applied in terms of objectives, in terms of qualitative and quantitative data and in terms of the nature and type of data study of the foundation. Through interviewing and finally using a narrative theory, a native pattern will be finalized. The measurement tool of the present study, using a form An organized interview in which the template, dimensions, components, and indicators of the competency model are set. First, all patterns, findings, studies, and theories were examined and then, by means of open coding, the indexes were counted, and after the differentiation of the axial encoding for 30 field experts to make selective coding and through the fan Delphi and Deep Interview have reached theoretical saturation. The validity and appropriateness of the qualifying interview form have been gained through the Delphi Fan. The method of data analysis is qualitative and the first finding of the present study indicates that the optimal model of competency is for principals of primary schools in Tehran. This template is made up of 124 indicators that can be used by school administrators. The second finding of the present study shows that the model is composed of what dimensions. This model consists of 6 dimensions, which are respectively the priority of the mental dimension, the insight, the dimensional dimension, the interpersonal dimension, the ethical dimension, the functional dimension, and the dimension of leadership. In the third finding of the present study, the constructive components of the model are 13 items that include skills Decision making, perceptual skills, personality competencies, professional behavior, teamwork, communication skills, professional ethics, value competencies, human resource management, executive management, knowledge and skills, standardization and management. The fourth finding The present research indicates that each of the components of the model is composed of some indicators.
