عنوان مقاله [English]
provide a high-performance model of school management performance based on the three-pronged model
Introduction and problem design
Today, the management factor is the most important criterion for the success and progress of organizational performance. For this reason, various countries have made the excellence of the management system of organizations the top priority of their development programs, and since educational management is at the forefront of other managements, the excellence of its managers is also more important. The educational system, as the most obvious manifestation of human resources investment, plays a major role in the flourishing of society.
According to the researcher's studies, research on identifying trigonometric factors has been conducted on a case-by-case basis in organizational performance, including the University of Medical Sciences, or the impact of these factors on social innovation in other organizations. It has identified all three trigonometric factors as well as the performance of school excellence and provided a model in this regard, and has also examined the impact of these three factors on school excellence. Providing a comprehensive model and category that includes the most important factors related to school management excellence, especially influential elements such as background, structural and behavioral factors, helps officials and educational managers in developing school excellence strategies and provides a suitable framework. Therefore, this study seeks to provide a model of excellence in school management based on the three-branch model (background, structural and behavioral factors), determine the validity of the model based on the identified components and the status of identified factors and components in the community. Examine the study. In line with the objectives of the research, the following questions have been raised:
1. What are the components of a three-pronged model in the performance of school management excellence?
2. To what extent does the relationship model of the three-branch model factors in the performance of school excellence have the necessary credibility and reliability?
3. Do the factors of the three-pronged model affect the performance of school management excellence?
In the qualitative part, the researcher based on the content analysis of related sources and semi-structured interview with expert professors, identified the indicators of the three-branch model in school excellence and presented a conceptual model. Tested from the qualitative stage. The statistical population was the qualitative part of the professors of educational sciences and the informants of the school management excellence plan, 20 of whom were selected using a targeted approach. The statistical population in a small section included all school principals implementing the excellence program of Kurdistan province with 1440 people, which according to the Cochran's formula, 469 people were determined using random cluster sampling method. To collect the data, a researcher-made questionnaire was used, the Formal narrative, content and structure validity of which was confirmed by professors of educational sciences, and its reliability was obtained with Cronbach's alpha coefficient of 0.86. Exploratory, confirmatory, and pathway factor analysis tests were used to analyze the data. The research data were analyzed using AMOS and SPSS statistical software.
Discussion and Conclusion
The aim of this study was to design a model of excellence in school management based on the three-pronged model. In the qualitative part of the research, first the themes of the three-branch model in the excellence performance of school management were identified. Explaining the effect of behavioral factors on school management excellence, organizational culture was identified as an effective factor, so it is necessary for school principals and staff to create optimal opportunities to strengthen organizational culture in employees and students and by intervening in organizations and School affairs have created the necessary skills and abilities in them, as well as encouraging them to be creative and innovative. Since the results of the research introduced the leadership style as an effective factor in school excellence, it is necessary for managers to equip themselves with an interactive and transformational leadership style. Employees were also recognized as an effective factor in advancing the excellence program. Therefore, it is necessary for the officials to be careful in organizing the training forces and to observe the balance in the division of human resources into schools, and to use weak, medium and strong forces in all schools. Officials should also design appropriate training courses for employees. Use specialized instructors. The quality of the courses will increase. Encourage employees to be encouraged.
Examining the effect of structural factors on school excellence identified the structure of the organization as an effective factor in school excellence, so it is necessary for educational officials to be careful in organizing the forces and dividing the work. Expertise has also been identified as an important factor in improving school excellence, so it is necessary to recruit specialists to attract education, which will be done carefully in selecting and appointing education staff. Recruitment and maintenance is also an effective factor in the excellence of schools. Specialists in education will reach schools as soon as possible.
Finally, due to the importance of the effect of background, behavioral and structural factors in promoting the performance of school excellence, it is recommended that officials and designers of the school excellence program use the results of this research in reviewing and compiling future activities of this program.
Keywords: Performance, School Management Excellence, Background Factors, Structural Factors, Behavioral Factors