Design and validation of the model of competency of educational managers based on the instructions of the Holy Quran:A mixed method approach

Document Type : Mixed Method Research Paper

Authors

1 دانشجوی دکترای مدیریتآموزشی دانشگاه عالمه طباطبائی، تهران، ایران

2 دانشیار دانشکده روانشناسی و علومتربیتی دانشگاه عالمه طباطبائی، تهران، ایران

3 .استاد دانشکده روانشناسی و علومتربیتی دانشگاه عالمه طباطبائی، تهران، ایران

4 استاد دانشکده روانشناسی و علومتربیتی دانشگاه عالمه طباطبائی، تهران، ایران

Abstract

The purpose of present research is to design a competency model for educational managers based on the teachings of the Holy Quran. In the qualitative phase of the research, by carefully studying the test of the Holy Quran and appeal related interpretations particularly Al- mizan translation and using the content analysis method, dimensions, components and indices of educational managers competency were extracted in 4 dimensions, 32 components and 167 indices and then were subjected to arbitration, correction and modification using consult  with 15 experts. The initial model was codified in 4 dimensions, 32 components and 157 indices. The coding method (Coding reliability) was used to determine the reliability of qualitative data. This means that, in addition to the researcher, coding was done by one other people. The coefficient of agreement between the coders was 0.84 that indicates the relatively high reliability. In the quantitative phase, the data were collected using a questionnaire that completed by 60 experts. Structural equation modeling (confirmatory factor analysis) and partial least squares method were used to analyze the quantitative data and validate the model. In both stages, purposeful sampling was used to select the sample. Reliability and validity of the model were calculated to check the fitting. Model reliability was assessed by three criteria: 1)-Cronbach's alpha, 2) Composite reliability and 3) factor loading coefficients. The convergent and divergent validity of the model was calculated. The sum of these indices represents the desirable fitting of the pattern. Therefore, the designed model has enough validity. Based on this, the competency model of educational managers has 4 dimensions, 32 components and 143 indices as follows:
1-Value dimension with 5 components:  
A. God-Centeredness with the following indicators: True worldview (monotheistic), Belief in God's sovereignty and His absolute ownership, Convinced belief in God's righteousness, Belief in divine supervision, Believe in God's help and divine assistance.
B. Right-Orientation with the following indicators: Confidence in the truth of God and His commands, Believe in the truth of the creation of the universe, Believe in the truth of the promise of God, Practical commitment to following the right in all management activities, Inviting and ordering to the right and patience to realize it, Avoiding the mixing of the right and the wrong and the lack of concealment of the right.
C. Justice Seeking and the fight against oppression with the following indicators: The uprising for justice, Fight against oppression, Do not oppressing and rejecting oppression.
D. Belief in resurrection and in the afterlife with the following indicators: Believe in the Day of Judgment, Belief in physical and spiritual resurrection, Belief in the existence of a letter of deed, Believing in an accurate and fair audit, Belief in testimony of witnesses, Belief in the existence of heaven and hell.
E. Guardianship-Centeredness with the following indicators: Belief and practical commitment to the God-Centeredness, Belief and practical commitment to the Prophet Muhammad-Centeredness, Belief and practical commitment to the Imams- Centeredness, Belief and practical commitment to the Velayat-e Faqih,  Avoid accepting centeredness other than God.
2- Attitude dimension with 5 components: 
A. Attitude to being with the following indicators: Purposefulness of the being, God is at the head of the being, Beauty is the attribute of the being, Genetic guidance, Unseen and martyrdom are two effects of the being.
B. Attitude to Man with the following indicators:  Man is the caliph of God, The originality of the soul and its immaterialness, Human dignity, Human perfection, The purpose of creation, Educability of Man, Need for religious guidance.
C. Attitude to world and the hereafter with the following indicators: Wanting the world and the hereafter together, Belief in the supremacy of the hereafter towards the world, Despising absolute worldliness and avoiding it, Using the world for the life of the Hereafter.
D. Attitude to management with the following indicators: Management is lending, Management is a duty, The goal of management is human growth and perfection, The intention and motivation of management is Divine proximity, Management is a favor, not a dominion and chairmanship.
E. Attitude to monitoring and control with the following indicators: Supervision of the God, Supervision of divine agents and angels, Recording thoughts and deeds by the God and his angels, Belief in the monitoring and recording of thoughts and actions by the agents of world (earth, time, body, etc.), Accurately recording and monitoring.
3- character dimension with 13 components:  
A. Sincerely with the following indicators: Sincerity in religion, Sincerity in practice, Sincerity in speech.
B. Moderation with the following indicators: Moderation in religion, Moderation in practice, Moderation in speech.
C. Hope with the following indicators: Hope for God's help, Hope for grace and mercy of God, Hope for Improving the economic situation.
D. Piety with the following indicators: Obeying God and performing obligations and duties, Avoiding God's disobedience and Leaving sins and prohibitions.
E. Trust with the following indicators: Knowing that God is adequate and trust,  Seeking success from God, believing in the domination of God and His predominance, believing that Satan is not dominant, Deep faith in God's help, leaving affairs to God.  
F. Remembrance of God with the following indicators: Heartfelt remembrance, lingual remembrance, Continuity of remembrance , Avoiding negligence and forgetfulness.
G. Thanksgiving with the following indicators: Continuous reminding of the blessings of God (heartfelt thanksgiving), lingual praise of God (lingual thanksgiving), Doing worship assignments such as prayer (thanksgiving of limbs), Proper use of blessings (practical thanksgiving).
H. Good ethics with the following indicators: Being soft-nature and kind, Forgiveness and amnesty and pardon, Modesty and humility, Compassion and benevolence, Wisdom, Sermon and Best Debates.
I. Tolerance with the following indicators: Heartfelt Relaxation and confidence, Patience and resistance, Courage, Meekness and endurance, Avoiding anger and wrath, Forgiveness and amnesty, Responding evil with good, Do not being afraid and do not having sadness and sorrow, Lack of arrogance and selfishness.
J. Honesty with the following indicators: Honesty in speech, Honesty in promise, Honesty in the covenant, Honesty in practice.
K. Patience with the following indicators: Tolerance of hardship and calamities and etc. (Patience in misery), Tolerance of doing duties and tasks (patience in obedience), Patience and resistance to sin (patience in sin), 
L. Commitment to  the covenant with the following indicators: Commitment to the covenant with God, Commitment to the covenant with others.
M. Bailment with the following indicators: Belief in the talent of human trusteeship, Believing that management is lending, Observance and maintenance of trust, 
4- Specializd (Knowledge) dimension with 9 components:
A. Planning with the following indicators: Scientific and stability, Proportional distribution, Having a measurement criterion, Capacity measurement and Fit of power, Flexibility.
B. Organizing with the following indicators: Division of work, Proportion between job and employed, hierarchy, delegation, Jurisdiction (Scope of authority).
C. Decision making with the following indicators: Counseling, decisiveness, Trust, Seriousness and Pursuing.
D. Motivating with the following indicators: Sacredness, Firmness and wisdom, Pave the way for motivation, Continuing motivation, Providing essential needs, Spiritual attractions (Faith).
E. Monitoring and controling with the following indicators: Broad and plenary monitoring, Variety of observers, Compatibility between monitoring and duties, Comprehensive monitoring, Multiplicity of regulatory levels, Continuing monitoring, Precision and punctuality, Registering and archiving.
F. Leadership with the following indicators: Guidance, faith and good deeds, Kindness and softness, Modesty and humility, Best debates, Responding evil with good.
G. Empowering with the following indicators: Teaching science and wisdom, Teaching technology and equipping it, Providing plenty of facilities and equipment, Create cadre and elitism, 
H. Evaluating with the following indicators: Motivation and intention, Good deed, Good work, Piety, Observance of justice, High precision, Suitability, Applying encouragement and punishment. 
I. Creating an optimal organizational culture with the following indicators: Capability culture, Trusteeship culture, Guardianship-Centeredness culture, Jihad culture, Trust culture, Piety culture, The culture of worship and servitude.
 

Keywords

References

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School Administration
Volume 8, Issue 1
April 2020
Pages 217-191

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History

  • Receive Date: 19 April 2019
  • Revise Date: 04 July 2019
  • Accept Date: 07 February 2020

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