Volume 7, Issue 3 (6-2024)
Iranian Journal of Educational Sociology 2024, 7(3): 27-34 |
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Rajabi M, Moradi S, Sharifian L, Kiyoumarsi F. (2024). Identification of Dimensions and Components of Performance Improvement Management for Educational Group Managers. Iranian Journal of Educational Sociology. 7(3), 27-34. doi:10.61838/kman.ijes.7.3.4
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URL: http://iase-idje.ir/article-1-1450-en.html
1- PhD student, Department of Educational Management, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran.
2- Assistant Professor, Department of Educational Management, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran.
3- Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshah, Iran.
4- Assistant Professor, Department of Psychology, Islamshahr Branch, Islamic Azad University, Islamshah, Iran.
2- Assistant Professor, Department of Educational Management, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran.
3- Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshah, Iran.
4- Assistant Professor, Department of Psychology, Islamshahr Branch, Islamic Azad University, Islamshah, Iran.
Abstract: (356 Views)
Purpose: This study aims to develop a comprehensive model for performance improvement management among educational group managers by identifying critical factors and components that influence managerial effectiveness in educational settings.
Methodology: The research adopts a descriptive-survey methodology, with a statistical population comprising 400 educational group managers from Islamic Azad University in Tehran. Using the Morgan table, a sample of 196 participants was randomly selected. Data were collected using a researcher-made questionnaire and analyzed using structural equation modeling (SEM) based on an exploratory factor analysis approach with LISREL software. Validity was assessed using composite reliability (CR) and Cronbach's alpha, with additional evaluations through Bartlett's test and KMO measure.
Findings: The analysis identified six significant factors affecting performance improvement management: continuous monitoring and evaluation (R = .67, t = 9.56), knowledge management (R = .58, t = 8.27), professional development (R = .61, t = 8.70), empowerment (R = .89, t = 13.12), professional ethics (R = .71, t = 15.81), and managerial role (R = .69, t = 9.85). These factors encompass 25 specific components, such as planning, educational needs assessment, knowledge sharing, self-development skills, cognitive support, and strategic planning ability, all demonstrating significant factor loadings (p < .001).
Conclusion: The findings underscore the importance of structured and continuous management practices in educational settings. Emphasizing continuous monitoring, effective knowledge management, professional development, empowerment, ethical standards, and strong managerial roles can significantly enhance the performance of educational group managers. These insights provide a robust framework for educational institutions to improve their management strategies and achieve better organizational outcomes.
Methodology: The research adopts a descriptive-survey methodology, with a statistical population comprising 400 educational group managers from Islamic Azad University in Tehran. Using the Morgan table, a sample of 196 participants was randomly selected. Data were collected using a researcher-made questionnaire and analyzed using structural equation modeling (SEM) based on an exploratory factor analysis approach with LISREL software. Validity was assessed using composite reliability (CR) and Cronbach's alpha, with additional evaluations through Bartlett's test and KMO measure.
Findings: The analysis identified six significant factors affecting performance improvement management: continuous monitoring and evaluation (R = .67, t = 9.56), knowledge management (R = .58, t = 8.27), professional development (R = .61, t = 8.70), empowerment (R = .89, t = 13.12), professional ethics (R = .71, t = 15.81), and managerial role (R = .69, t = 9.85). These factors encompass 25 specific components, such as planning, educational needs assessment, knowledge sharing, self-development skills, cognitive support, and strategic planning ability, all demonstrating significant factor loadings (p < .001).
Conclusion: The findings underscore the importance of structured and continuous management practices in educational settings. Emphasizing continuous monitoring, effective knowledge management, professional development, empowerment, ethical standards, and strong managerial roles can significantly enhance the performance of educational group managers. These insights provide a robust framework for educational institutions to improve their management strategies and achieve better organizational outcomes.
Type of Study: Research Article |
Subject:
Special
Received: 2024/04/29 | Accepted: 2024/06/22 | Published: 2024/06/29
Received: 2024/04/29 | Accepted: 2024/06/22 | Published: 2024/06/29
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