Volume 5, Issue 3 (Autumn 2022)
Iranian Journal of Educational Sociology 2022, 5(3): 112-127 |
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Gohari Moghadam M, Shariatmadari M, Khorshidi A. (2022). Presenting the Competency model of High School Principals in Guilan Province (Mixed Approach). Iranian Journal of Educational Sociology. 5(3), 112-127. doi:10.61186/ijes.5.3.112
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URL: http://iase-idje.ir/article-1-1213-en.html
1- 1. PhD student, Department of Educational Management, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Educational Management and Higher Education, Central Tehran Branch, Islamic Azad University of Tehran, Iran (Corresponding Author).
3- Professor, Department of Educational Management Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
2- Assistant Professor, Department of Educational Management and Higher Education, Central Tehran Branch, Islamic Azad University of Tehran, Iran (Corresponding Author).
3- Professor, Department of Educational Management Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
Abstract: (1902 Views)
Purpose: The school principals’ competence plays an important role in improving the education system. As a result, this study aimed to investigate and present the competency model of high school principals.
Methodology: The current research was applied in terms of purpose and mixed (qualitative and quantitative) in terms of implementation. In the qualitative part, the research population was the educational management experts of Guilan province in the academic year of 2021-22, and according to the principle of theoretical saturation, 15 of them were selected as a sample using targeted and snowball sampling methods. In the quantitative part, the research population was the principals of the second year high school in Guilan province in the academic year 2021-22, and according to the table of Krejcie and Morgan, 127 of them were selected as a sample by stratified random sampling method. The research instrument was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part, whose psychometric indicators were checked and confirmed. The data of the qualitative part were analyzed by open, axial and selective coding method in Maxqda software, and the data of the quantitative part were analyzed by exploratory factor analysis method in Amos software.
Findings: The results of the qualitative section showed that 137 indicators, 17 components and 5 dimensions were identified for the competence of high school principals; so as to include the dimensions of belief (with the components of cognition, belief, value and behavior), rational (with the components of discretion power, future studies and effective decision-making), personal (with the components of creating a positive environment, needs assessment, mental health and the flourishing of talents), managerial (with the components of human/general skills, perceptual/maturity skills and specialized/leadership skills) and educational (with the components of teaching and learning process, educational supervision and guidance, and educational evaluation). Also, the results of the quantitative section showed that the factor load and the average variance extracted of the dimensions and components were higher than 0.50 and their content validity and reliability ratio with Cronbach’s alpha method was higher than 0.80. In addition, the Competency model of high school principals had a good fit and each of the dimensions had a significant effect on the corresponding components and each of the components had a significant effect on the corresponding indicators (P<0.05).
Conclusion: According to the competency model of high school principals, planning to improve and promote the competence of school principals through the identified dimensions, components and indicators seems necessary.
Methodology: The current research was applied in terms of purpose and mixed (qualitative and quantitative) in terms of implementation. In the qualitative part, the research population was the educational management experts of Guilan province in the academic year of 2021-22, and according to the principle of theoretical saturation, 15 of them were selected as a sample using targeted and snowball sampling methods. In the quantitative part, the research population was the principals of the second year high school in Guilan province in the academic year 2021-22, and according to the table of Krejcie and Morgan, 127 of them were selected as a sample by stratified random sampling method. The research instrument was a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part, whose psychometric indicators were checked and confirmed. The data of the qualitative part were analyzed by open, axial and selective coding method in Maxqda software, and the data of the quantitative part were analyzed by exploratory factor analysis method in Amos software.
Findings: The results of the qualitative section showed that 137 indicators, 17 components and 5 dimensions were identified for the competence of high school principals; so as to include the dimensions of belief (with the components of cognition, belief, value and behavior), rational (with the components of discretion power, future studies and effective decision-making), personal (with the components of creating a positive environment, needs assessment, mental health and the flourishing of talents), managerial (with the components of human/general skills, perceptual/maturity skills and specialized/leadership skills) and educational (with the components of teaching and learning process, educational supervision and guidance, and educational evaluation). Also, the results of the quantitative section showed that the factor load and the average variance extracted of the dimensions and components were higher than 0.50 and their content validity and reliability ratio with Cronbach’s alpha method was higher than 0.80. In addition, the Competency model of high school principals had a good fit and each of the dimensions had a significant effect on the corresponding components and each of the components had a significant effect on the corresponding indicators (P<0.05).
Conclusion: According to the competency model of high school principals, planning to improve and promote the competence of school principals through the identified dimensions, components and indicators seems necessary.
Type of Study: Research Article |
Subject:
Special
Received: 2022/08/22 | Accepted: 2022/10/2 | Published: 2022/10/2
Received: 2022/08/22 | Accepted: 2022/10/2 | Published: 2022/10/2
References
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2. Belliveau GCT. (2021). Leading into the future: Revising nuclear medicine education across Canada to satisfy the newly imposed CAMRT leadership competency. Journal of Medical Imaging and Radiation Sciecnes. 52(4): 32-38. [DOI:10.1016/j.jmir.2021.07.007] [PMID]
3. Bitterova M, Haskova A, Pisonova M. (2014). School leader's competencies in management area. Procedia - Social and Behavioral Sciences. 149: 114-118. [DOI:10.1016/j.sbspro.2014.08.170]
4. Bonyadi H, Fani AA, Seyed Javadin SR. (2018). Designing and explaining the competency model of school principals based on the document on the fundamental transformation of education and other upstream documents. Journal of Educational and Scholastic Studies. 7(2): 113-144. [Persian]
5. Cheraghi N, Batmani F, Shirbagi N. (2021). Designing and validating the competency model of smart school principals. Journal of School Administration. 9(2): 330-360. [Persian]
6. Cole L, Boss L, Fowler D, Cheatham L. (2021). Using leadership simulation scenarios with graduate nursing learners to support frontline nurse leader competency development. Nurse Leader. 19(4): 405-410. [DOI:10.1016/j.mnl.2020.08.012]
7. DaSilva FP, Jeronimo HM, Vieira PR. (2019). Leadership competencies revisited: A causal configuration analysis of success in the requirements phase of information systems projects. Journal of Business Research. 101: 688-696. [DOI:10.1016/j.jbusres.2019.01.025]
8. Derakhshan M, Zandi Kh. (2018). Designing a model for competencies of department chairs. Journal of Management and Planning in Educational Systems. 11(2): 105-126. [Persian]
9. Dziekonski K. (2017). Project managers' competencies model for construction industry in Poland. Procedia Engineering. 182: 174-181. [DOI:10.1016/j.proeng.2017.03.157]
10. Hitt DH, Woodruff D, Meyers CV, Zhu G. (2018). Principal competencies that make a difference: Identifying a model for leaders of school turnaround. Journal of School Leadership. 28(1): 56-81. [DOI:10.1177/105268461802800103]
11. Jafarirad A, Zahed Babolan A, Moradi M, Samari I. (2019). The conceptual model of the principals competency development in secondary school, grounded theory. Quarterly Journal of Socio-Cultural Development Studies. 7(4): 163-188. [Persian]
12. Javanbakhsh M, Fazollahi Ghomshi S, Abolghasemi M. (2021). The dimensions, components and indicators of managerial competencies in relation with Islamic civilization-making university (viewpoint of management and Islamic civilization professors). Management in the Islamic University. 9(2): 349-374. [Persian]
13. Jiang L, Alexakis G. (2017). Comparing students' and managers' perceptions of essential entry-level management competencies in the hospitality industry: An empirical study. Journal of Hospitality, Leisure, Sport & Tourism Education. 20: 32-46. [DOI:10.1016/j.jhlste.2017.01.001]
14. Kin TM, Abdull Kareem O. (2018). A comparative analysis on principal change leadership competencies in Malaysian high-and mediocre-performing secondary schools. Asia Pacific Journal of Education. 38(3): 394-413. [DOI:10.1080/02188791.2018.1476319]
15. Korzynski P, Kozminski AK, Baczynska A, Haenlein M. (2021). Bounded leadership: An empirical study of leadership competencies, constraints, and effectiveness. European Management Journal. 39(2): 226-235. [DOI:10.1016/j.emj.2020.07.009]
16. Lara FJ, Salas-Vallina A. (2017). Managerial competencies, innovation and engagement in SMEs: The mediating role of organisational learning. Journal of Business Research. 79: 152-160. [DOI:10.1016/j.jbusres.2017.06.002]
17. Liikamaa K. (2015). Developing a project manager's competencies: A collective view of the most important competencies. Procedia Manufacturing. 3: 681-687. [DOI:10.1016/j.promfg.2015.07.305]
18. Misra SS, Ghosh P. (2022). Managerial competencies for trade :union: officials in India: The key to :union: effectiveness. IIMB Management Review. 34(2): 130-142. [DOI:10.1016/j.iimb.2022.06.002]
19. Mohammadi A, Zolfaghari Zaferani R, Navidadehm M, Tourani H. (2020). Analysing the competency criteria of the staff managers of the education headquarter in the level of leadership and management subsystem: a qualitative study report. Quarterly Journal of Training & Development of Human Resources. 7(24): 25-52. [Persian]
20. Molina RIR, Castro LCM, Antunez JVV, Rady NDL, Severino-Gonzalez P, Palencia DAB. (2022). Human management by competencies in competitive and complex scenarios: A reflective theoretical approach. Procedia Computer Science. 203: 678-682. [DOI:10.1016/j.procs.2022.07.100]
21. Mousavi SA, Mohammadi M, Safian M. (2021). Designing a competency model for managers of organizational universities (Case study: A university affiliated with a military Organization). Management in the Islamic University. 9(2): 217-240. [Persian]
22. Piri R, Abbaspour A, Rahimian H, Malaki H, Eskandari H. (2020). Design and validation of the model of competency of educational managers based on the instruction of the Holy Quran: A mixed method approach. Journal of School Administration. 8(1): 191-217. [Persian]
23. Rajebi A, Maleki Avarsin S, Daneshvar Z. (2020). Designing and validating a questionnaire of competency model of educational administrators of executive organizations of East Azerbaijan province. Journal of Instruction and Evaluation. 13(51): 13-32. [Persian]
24. Ribeiro A, Amaral A, Barros T. (2021). Project manager competencies in the context of the industry 4.0. Procedia Computer Science. 181: 803-810. [DOI:10.1016/j.procs.2021.01.233]
25. Sanchez CM, Lehnert K. (2019). The unbearable heaviness of leadership: The effects of competency, negatives, and experience on women's aspirations to leadership. Journal of Business Research. 95: 182-194. [DOI:10.1016/j.jbusres.2018.10.033]
26. Shum C, Gatling A, Shoemaker S. (2018). A model of hospitality leadership competency for frontline and director-level managers: Which competencies matter more? International Journal of Hospitality Management. 74: 57-66. [DOI:10.1016/j.ijhm.2018.03.002]
27. Torres P, Augusto M. (2017). The impact of experiential learning on managers' strategic competencies and decision style. Journal of Innovation & Knowledge. 2(1): 10-14. [DOI:10.1016/j.jik.2016.06.001]
28. Widyana R, Handiyani H, Kuntarti K. (2019). Self-efficacy and organizing competency of head nurse dominant factors determining of nursing job satisfaction implemented in two hospitals in Riau Province. Enfermeria Clinica. 29(2): 625-628. Abbaspour A, Khosravi A, Khosravi M, Taghavifard MT, Azimimoghadam H. (2020). Model of secondary school principals competency in Tehran. Journal of School Administration. 8(2): 246-278. [Persian] [DOI:10.1016/j.enfcli.2019.04.095]
29. Belliveau GCT. (2021). Leading into the future: Revising nuclear medicine education across Canada to satisfy the newly imposed CAMRT leadership competency. Journal of Medical Imaging and Radiation Sciecnes. 52(4): 32-38. [DOI:10.1016/j.jmir.2021.07.007] [PMID]
30. Bitterova M, Haskova A, Pisonova M. (2014). School leader's competencies in management area. Procedia - Social and Behavioral Sciences. 149: 114-118. [DOI:10.1016/j.sbspro.2014.08.170]
31. Bonyadi H, Fani AA, Seyed Javadin SR. (2018). Designing and explaining the competency model of school principals based on the document on the fundamental transformation of education and other upstream documents. Journal of Educational and Scholastic Studies. 7(2): 113-144. [Persian]
32. Cheraghi N, Batmani F, Shirbagi N. (2021). Designing and validating the competency model of smart school principals. Journal of School Administration. 9(2): 330-360. [Persian]
33. Cole L, Boss L, Fowler D, Cheatham L. (2021). Using leadership simulation scenarios with graduate nursing learners to support frontline nurse leader competency development. Nurse Leader. 19(4): 405-410. [DOI:10.1016/j.mnl.2020.08.012]
34. DaSilva FP, Jeronimo HM, Vieira PR. (2019). Leadership competencies revisited: A causal configuration analysis of success in the requirements phase of information systems projects. Journal of Business Research. 101: 688-696. [DOI:10.1016/j.jbusres.2019.01.025]
35. Derakhshan M, Zandi Kh. (2018). Designing a model for competencies of department chairs. Journal of Management and Planning in Educational Systems. 11(2): 105-126. [Persian]
36. Dziekonski K. (2017). Project managers' competencies model for construction industry in Poland. Procedia Engineering. 182: 174-181. [DOI:10.1016/j.proeng.2017.03.157]
37. Hitt DH, Woodruff D, Meyers CV, Zhu G. (2018). Principal competencies that make a difference: Identifying a model for leaders of school turnaround. Journal of School Leadership. 28(1): 56-81. [DOI:10.1177/105268461802800103]
38. Jafarirad A, Zahed Babolan A, Moradi M, Samari I. (2019). The conceptual model of the principals competency development in secondary school, grounded theory. Quarterly Journal of Socio-Cultural Development Studies. 7(4): 163-188. [Persian]
39. Javanbakhsh M, Fazollahi Ghomshi S, Abolghasemi M. (2021). The dimensions, components and indicators of managerial competencies in relation with Islamic civilization-making university (viewpoint of management and Islamic civilization professors). Management in the Islamic University. 9(2): 349-374. [Persian]
40. Jiang L, Alexakis G. (2017). Comparing students' and managers' perceptions of essential entry-level management competencies in the hospitality industry: An empirical study. Journal of Hospitality, Leisure, Sport & Tourism Education. 20: 32-46. [DOI:10.1016/j.jhlste.2017.01.001]
41. Kin TM, Abdull Kareem O. (2018). A comparative analysis on principal change leadership competencies in Malaysian high-and mediocre-performing secondary schools. Asia Pacific Journal of Education. 38(3): 394-413. [DOI:10.1080/02188791.2018.1476319]
42. Korzynski P, Kozminski AK, Baczynska A, Haenlein M. (2021). Bounded leadership: An empirical study of leadership competencies, constraints, and effectiveness. European Management Journal. 39(2): 226-235. [DOI:10.1016/j.emj.2020.07.009]
43. Lara FJ, Salas-Vallina A. (2017). Managerial competencies, innovation and engagement in SMEs: The mediating role of organisational learning. Journal of Business Research. 79: 152-160. [DOI:10.1016/j.jbusres.2017.06.002]
44. Liikamaa K. (2015). Developing a project manager's competencies: A collective view of the most important competencies. Procedia Manufacturing. 3: 681-687. [DOI:10.1016/j.promfg.2015.07.305]
45. Misra SS, Ghosh P. (2022). Managerial competencies for trade :union: officials in India: The key to :union: effectiveness. IIMB Management Review. 34(2): 130-142. [DOI:10.1016/j.iimb.2022.06.002]
46. Mohammadi A, Zolfaghari Zaferani R, Navidadehm M, Tourani H. (2020). Analysing the competency criteria of the staff managers of the education headquarter in the level of leadership and management subsystem: a qualitative study report. Quarterly Journal of Training & Development of Human Resources. 7(24): 25-52. [Persian]
47. Molina RIR, Castro LCM, Antunez JVV, Rady NDL, Severino-Gonzalez P, Palencia DAB. (2022). Human management by competencies in competitive and complex scenarios: A reflective theoretical approach. Procedia Computer Science. 203: 678-682. [DOI:10.1016/j.procs.2022.07.100]
48. Mousavi SA, Mohammadi M, Safian M. (2021). Designing a competency model for managers of organizational universities (Case study: A university affiliated with a military Organization). Management in the Islamic University. 9(2): 217-240. [Persian]
49. Piri R, Abbaspour A, Rahimian H, Malaki H, Eskandari H. (2020). Design and validation of the model of competency of educational managers based on the instruction of the Holy Quran: A mixed method approach. Journal of School Administration. 8(1): 191-217. [Persian]
50. Rajebi A, Maleki Avarsin S, Daneshvar Z. (2020). Designing and validating a questionnaire of competency model of educational administrators of executive organizations of East Azerbaijan province. Journal of Instruction and Evaluation. 13(51): 13-32. [Persian]
51. Ribeiro A, Amaral A, Barros T. (2021). Project manager competencies in the context of the industry 4.0. Procedia Computer Science. 181: 803-810. [DOI:10.1016/j.procs.2021.01.233]
52. Sanchez CM, Lehnert K. (2019). The unbearable heaviness of leadership: The effects of competency, negatives, and experience on women's aspirations to leadership. Journal of Business Research. 95: 182-194. [DOI:10.1016/j.jbusres.2018.10.033]
53. Shum C, Gatling A, Shoemaker S. (2018). A model of hospitality leadership competency for frontline and director-level managers: Which competencies matter more? International Journal of Hospitality Management. 74: 57-66. [DOI:10.1016/j.ijhm.2018.03.002]
54. Torres P, Augusto M. (2017). The impact of experiential learning on managers' strategic competencies and decision style. Journal of Innovation & Knowledge. 2(1): 10-14. [DOI:10.1016/j.jik.2016.06.001]
55. Widyana R, Handiyani H, Kuntarti K. (2019). Self-efficacy and organizing competency of head nurse dominant factors determining of nursing job satisfaction implemented in two hospitals in Riau Province. Enfermeria Clinica. 29(2): 625-628. [DOI:10.1016/j.enfcli.2019.04.095]
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