عنوان مقاله [English]
Background: By examining different models of organizational excellence, it can be concluded that in addition to the human resource metrics in all models of excellence, the share of human resource privileges is increasing over time and this has led the researchers to Design models dedicated to excellence in human resources. It may perhaps be acknowledged that one of the most important of these very important and essential aspects of individuals is the concept of personal excellence as a true principle in the pursuit of happiness and perfection that can bring organizations to their intended home. An examination of individual transcendence in the organization suggests that individual transcendence in different societies is influenced by the social-political philosophy that governs the culture of each of those societies. Accordingly, now that a great deal of organization managers are concerned with organizational excellence in their human capital, it is important to address this issue of personal excellence as a key concept in enhancing employee productivity and thereby achieving organizational success. Set your goals. Evaluation of teachers' personal excellence to improve performance and productivity as well as a criterion for selecting a qualified teacher is a subject that has been neglected in the organization and educational management processes and has received less attention. Attention to this issue itself requires access to the model and models to evaluate it. One of the essential aspects of this research is the lack of research into the evaluation of teachers' personal excellence.
Objectives: The purposeof this study was to design and validate a model for assessing the personal excellence of school teachers in Razavi Khorasan province.
Methodology: The present study, in terms of purpose, is among the applied researches that were conducted in the field. The method of the present research is mixed in terms of data collection method, which has been implemented qualitatively and quantitatively, and the design of the exploratory research is sequential and of the instrumental type.
The research strategy has been adopted in the qualitative part of phenomenology. Given that this research is of an exploratory type, it seems that the use of a phenomenological perspective that has an exploratory aspect and not confirmation is completely justified. Since the researcher in this study has explored and identified the views of teachers, principals and school assistants and the required characteristics of the concept of personal excellence of teachers and sought to explore, describe and explain data without applying personal inferences of researchers and only using the narratives of participants. Therefore, this study has been done with a descriptive phenomenological approach. The participants of the qualitative part of the research were 19 professors of the faculties of educational sciences, successful principals and deputy principals of schools in Khorasan Razavi province who were selected by purposive and judgmental sampling method. The data collection tool part of the interview is semi-structured. In one-on-one interviews with the interviewees, 5 questions were used for a preliminary review.The method of analyzing the interview data in the qualitative section is the method of networking the topics using MAXQDA 2018 software. Guba & Lincoln (1985) method was used to ensure reliability. Guba and Lincoln introduced four criteria for reliability, reliability, verifiability, and transferability to assess reliability. In this study, four methods of external audit and review of results by participants and multi-sided and long-term conflict were used for credibility.
In the quantitative part, the descriptive-survey method has been used. The statistical population includes 875 elementary school principals in Mashhad. To access the statistical population, first the list of seven districts of Mashhad was separated and then divided into categories. Quantitative sampling method is a random stratified method proportional to the size of the selected areas. To determine the sample size, first 30 people were pre-sampled from the statistical population and according to the standard deviation of this sample (which was 0.503) and according to the population size (875) and placement in the formula Cochran's random sampling, the minimum sample size was 267. In the quantitative part, based on the criteria extracted from the qualitative stage, a researcher-made questionnaire was used to collect the required data. The Teacher personal excellence Assessment Questionnaire consists of 3 main components, 13 sub-components and 57 questions that are designed and adjusted in a range of 5 Likert options. After designing the questionnaire, in a preliminary study, a questionnaire was sent to teachers, experts and school principals in order to estimate the validity of the questionnaire and the questions raised. Also, to check the reliability, the questionnaire was distributed among 45 primary school principals in Mashhad and based on the answers they gave to the questionnaire, its reliability was calculated using Cronbach's alpha coefficient. Considering the reliability coefficient of 0.88 obtained in the preliminary study, it was ensured that it can be well used as a suitable measurement tool. After executing the main questionnaire, confirmatory factor analysis test was used to analyze the results using AMOS 23 software.
Conclusion: As a result, for any program and action to evaluate and promote the personal excellence of teachers, the key and basic role of these factors should be considered. Therefore, paying attention to these concepts will lead to the growth and excellence of teachers. Therefore, it is necessary to pay attention to all the mentioned dimensions to promote the personal excellence of teachers, and the prerequisite for this is to achieve organizational excellence in education.