Identifying factors contributing to competency based appointment of principals in compliance with the Clause “Guidance and Management

Document Type : Qualitative Research Paper

Authors

1 دانشجوی دکتری، گروه مدیریت آموزشی، واحد رودهن دانشگاه آزاد اسلامی، رودهن، ایران

2 استادیار، گروه مدیریت آموزشی، واحد رودهن دانشگاه آزاد اسلامی، رودهن، ایران

3 استادیار دانشگاه شهید رجایی، دبیر کل شواری عالی آموزش و پرورش

4 دانشیار پژوهشگاه مطالعات آموزش و پرورش

https://doi.org/10.34785/J010.2020.359

Abstract

Aim: Education is the most important trustee of formal and public education and the consolidation of public culture and the excellence of Islamic society. One of the major missions of education is to strengthen social capital and train capable, promising, hopeful and rational human resources. In this regard, the efficiency of the education system in the optimal performance of its missions depends primarily on the availability of motivated, thoughtful, creative, capable and responsible human resources, especially at the level of managers.
It is obvious that the more qualified, skilled and capable managers are in education, the more and more effective they will be in promoting and achieving the goals of the education system. From this perspective, care and attention in selecting and appointing principals at different levels, especially school principals, is very important because the influence of principals in guiding and motivating forces is much higher than other employees.
Given the key importance of the issue of competency in the selection of principals and the role of competency models in this important issue, this issue has been considered by policymakers and education managers for several years. These include the 20-year vision document of the Islamic Republic, the five-year economic, social and cultural development plans of the country, the Civil Service Management Law and the general policies of the administrative system, etc., and the upstream documents of the education system in particular (e.g. The comprehensive scientific map of the country, the document of fundamental change in education, the executive program under the leadership and management system, the national curriculum, the school management excellence program, etc.), have been emphasized on considering this important issue for selecting and appointing education managers. Is.
In the meantime, and in the first place, determining and defining the necessary competencies for the principals of the educational system, and especially the principals of the schools, as the most important element that is at the forefront of the management and educational leadership of students, is of special importance. Research results generally suggest that principals' ability to play effective leadership roles is one of the key components of effective schools.
School principals have a significant impact on school outcomes, to the extent that their role has been cited as the second factor influencing students' academic achievement. In many studies over the past few years, researchers have found that the manager also influences students' learning.
The results also show that although teachers are the key to students' progress, it is school principals who guide and guide them.Therefore, in the document of fundamental change in education, the school principal is effective as a leader and one of the main elements of the realization of the mission of education and training has an extraordinary role and position in the horizon of 1404; Consequently, selecting school principals based on their meritocracy and pioneering in divine and human values and scientific criteria and believing in the goals of the country's formal education system is an undeniable necessity. So that in paragraph 7-4 of the document of fundamental change; The principal, teacher, faithful, creative, committed, flexible, thoughtful, forward-looking, participatory, educational leader, resourceful, knowledgeable, and professional is described as responsible for providing and developing the learning environment for the flourishing of educational instincts and students' instinctual attitudes. , Adapts or compiles, implements and evaluates curricula at the school level
The concept of competence has also been considered by policymakers and designers of the Fundamental Transformation Document. For example, in the training objectives section, it is stated: “In order to play a role in the realization of a good life, it is necessary for the first instructors to acquire a set of necessary competencies. Necessary competencies include a set of individual and collective traits, abilities, and skills (such as reason, knowledge, faith, will, and piety) that coaches use to understand their own and others' situations and to continually improve them in order to prepare for fulfillment. They have to earn their living ... ”
Since it is up to teachers and principals to train qualified students, school principals in the role of instructor and principal need to have the expected competencies for students in addition to their professional competencies.
In the document of fundamental change in education (DFCD), under provision 6-22, competency based appointment of principals is underscored. Employing qualitative approach, the present paper, hence, aims to identify the components and indices of school principals’ competency.
Finally, leaders differ from non-leaders. Therefore, what makes a manager worthy is not a specific factor, but a variety of components that in different situations different combinations of factors and elements that cause successful flame performance, achieve goals. And organizational priorities
Methods: In so doing, semi-structured interviews were implemented with such 22 informants as designers of DFCD, agents responsible for implementing the article “guidance and Management”, and university teachers with a degree in educational administration. To analyze data, thematic analysis was used. Member checking, and triangulation were used to confirm the validity of the findings.
Results: To calculate the coding reliability, inter-raters agreement was deployed. Line by line coding resulted in 80 indices which were then grouped into 17 sub-categories.
Conclusion: These sub-categories were later fallen into 6 themes: values and beliefs; skills and abilities; personality; knowledge; educational management; and control and supervision. Next, these themes were categorized into two main concepts, that is, general and specialized competency.

Keywords

References

The Holy Quran. Translated by Mehdi Elahi Ghomsheie (1988). Tehran: Quran Publishing Foundation.
Abdollahi,  M., Fathi Vajargah, K. , Taghi Pourzahir, A., & Rahimian,  H. (2015). Competencies of the managers of human resource education and development. New Approach in Educational Management. Vol. 6, No. 4; Consecutive 24, 23-54.
Abel, M. H. (2008). Competencies management and learning organizational memory. Journal of knowledge management, 12(6), 15-30.
Agha Mohammadi,  J. (2017). Providing a framework for explaining the characteristics of managers based on Islamic criteria via synthesis research method. Islam and Management. Volume 6, Fall and Winter, No. 12: pp. 41-62.
Alberta Teachers Association. (2011). Alberta Leadership Competencies for School Leaders and Leadership. Leadership update, 4-1. Retrieved from Alberta Teachers Association.
Altman, J., Kaplan, S., Elisa Villanueva Beard, S., & Pastorek, P. (2015). Teacher leader competency framework. Washington: University of Washington Center for Educational Leadership (CEL).
Arefnejad, M. (2017). Identifying and prioritizing the competencies of school principals with an emphasis on Islamic management. School management. 5(1), 151-172.
Asgari, N. , Nikokar, G., H. ,Safari, H., & Gholami, M. (2015). "Model of competencies of public managers of the Islamic Republic of Iran based on The 20-Year National Vision of the Islamic Republic of Iran". Management at the Islamic University, vol. 4(1), 23-38.
Asheghi, H. (2016). Qualifications for building the future: the core and framework of bank manager's competencies. Tehran: 6th National Conference on Pathology of Human Resource Management.
Asheghi, H., Qahramani, M., Qaderchian, N. G. (2017). Identifying and explaining the dimensions, components and indicators of competency development of banking industry managers. Human Resources Education and Development, 4(14), 76-5.
Babaei Zakili, M., & Sheikh Ibrahim, A. (2011). Managers 'Development Handbook: A set of definitions and cultural wisdoms and methods for developing managers' competencies. Tehran: Institute for Productivity and Human Resources Studies 6, Leading Publications.
Bharwani, S., & Talib, P. (2017). Competencies of hotel general managers: A conceptual framework. International Journal of Contemporary Hospitality Management.‏
Bitterová, M., Hašková, A., & Pisoňová, M. (2014). School leader's competencies in management area. Procedia-Social and Behavioral Sciences, 149, 114-118.
Bonyadi, H., Fani, A. A., &  Seyed Javadin, S. R. (2018). Designing and explaining the competency model of school principals based on the document of fundamental change in education and other upstream documents. educational and school studies, 7(9), 113-144.
Chen, X., & Jiang, P. (2019, January). Competency Model-Based Improvement of Marketing Training Process Design. In 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Atlantis Press.
Creswell, J. W. (2012). Research plan: qualitative, quantitative and combined approaches (translated by Alireza Kiamanesh and Maryam Danaye Toos). Tehran: Allameh Tabatabai University Jihad Publications.
Ebrahimzadeh, B., & Nazem, F. (2018). Identifying and compiling the components affecting the competency model of primary school principals in Tehran. Quarterly of Leadership and Educational Management. Islamic Azad University, Garmsar Branch. Vol. 12, winter. 4, 9-23.
Education, A. (2018). Teaching quality standard. Alberta Education. Retrieved on May, 6, 2019.
           Ekrami, H., & Hoshyar, V. (2016). Identifying and explaining the competencies of high school principals, Family and Research, 32, 7-31.
Evans, Matt H. (2015). Competency Model. January 2, 2015. Retrived form, http://www. exinfm. com/board/competency_models. htm
Fullan, M. (2007). Leading in a culture of change. John Wiley & Sons.
Ghorbannejad, P., & Isa Khani, A. (2016). Designing the competency model of academic managers based on Islamic models: Comparative studies. Management at the Islamic University. 5(11),  48-37.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of educational administration.
Hallinger, P., & Heck, R. H. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995. Educational administration quarterly, 32(1), 5-44.
Higher Education Council (2018). The Subsystem program of the leadership and management of the public and formal education system. Tehran: Secretariat of the Supreme Council.
Hitt, D. H., Woodruff, D., Meyers, C. V., & 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.
Howard, T. C. (2019). Why race and culture matter in schools: Closing the achievement gap in America's classrooms. Teachers College Press.
Jahanian, R. (2010). Qualifications required by educational managers. Educational Management Research. 1(3), 121-142.
Karami, M., & Salehi, M. (2009). Competency-based management development: A new approach to educating and developing managers. Tehran: Ayge Publications.
Khaif Elahi, A. , Rezaeian, A., & Asadifar, R. (2010). Service, key competence of Iranian government managers based on Imam's(PBUH) Sahifa. Islamic Management. 79, 9-36.
Khanifar, H., Naderi Bani, N., Ebrahimi, S., Fayazi, M., & Rahmati, M. H. (2019). Identify the competence of school principals for use in the assessment center. School Management. 7(1), 105-125.
Khastar, H. (2009). Providing a method for calculating the reliability of the coding stage in research interviews. Humanities Methodology, 15 (8), p. 161-174.
Khorshidi, A., & Ameri, A. (2016). Professional qualifications of school principals. School Management Development. 113,  52-55.
Kin, T. M., & 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.
Kin, T. M., & Kareem, O. A. (2019). School leaders’ Competencies that make a difference in the Era of Education 4.0: A Conceptual Framework. International Journal of Academic Research in Business and Social Sciences, 9(4).
Lazzari, Z. (2018, August 27). Types of Competency Models. Retrieved June 29, 2020, from https://smallbusiness.chron.com/types-competency-models-15377.html
Liikamaa, K. (2015). Developing a project manager's competencies: A collective view of the most important competencies. Procedia Manufacturing, 3, 681-687.
Ministry of Education (2013). Teachers' professional ranking system and human resource acquisition. Deputy for Management and Support Development.
Mirsapasi, N., & Gholamzadeh, D. (2009). Designing a model of competencies for managers in the Iranian public sector. Management Research, 83
Mohebbi, A., Mesgarzadeh, M., & Mo'men Kia, Z. (2017). Excellence of school management. Specialized and central secretariat of the School Management for Excellence Program.
Musazadeh, Z., & Adli, M. (2009), Criteria for selecting and appointing managers with competent selection approaches in Nahj al-Balagheh. Management Reflection, 3(1), 103-123.
Najafi, M. , Qahramani, M. , Abolghasemi, M., & Arefi, M. (2018), Designing and Explaining the Model of Professional Competencies of Preschool Centers Managers. New Approaches in Educational Management, Vol. 9, Issue 2, Summer, Consecutive 34, 26-1.
Navid Adham, M. (2012). Managerial requirements of fundamental change in education. Cultural Strategy, 5(17-18), 323-295.
Oates, K. (2016). Our school leadership competencies. Retrieved from Ambition School Leadership: https://www.ambitionschoolleadership.org.uk/blog/leadership-competencies/
Piriaei, H., & Niknami, M., (2016). Presenting a Model for Improving the Educational Managers Appointment and Promotion System, Management and Planning in School Systems, 10(1), 9-28.
Puteh, F., Kaliannan, M., & Alam, N. (2015). Learning for professional development via peers: A system theory approach. Procedia-Social and Behavioral Sciences, 172, 88-95.
Schroder, H. M. (1989). Managerial competence: The key to excellence. Kendall/Hunt Publishing Company.
Secretariat of the Higher Education Council. (2012). National Curriculum of the Islamic Republic of Iran, approved in March (2012). Tehran: Higher Education Council in cooperation with the Research and Educational Planning Organization.
Secretariat of the National Curriculum Production Plan. (2011). National Curriculum of the Islamic Republic of Iran (Master Plan for Fundamental Transformation of Curricula and Educational Programs). Fifth map. Tehran: Educational Research and Planning Organization, February 2012.
Shabani, R., Khorshidi, A., Abbasi, L., & Fathi Vajargah, K., (2017). Presenting a competency model for primary school principals in Tehran, Research in Educational Systems, Special Issue, 94-79.
Suprime Council of the Cultural Revolution (2010). Scientific Comprehensive map of the country. Tehran: Secretariat of the Supreme Council.
Suprime Council of the Cultural Revolution (2010). Theoretical foundations of the scientific comprehensive map of the country. Tehran: Secretariat of the Supreme Council.
Suprime Council of the Cultural Revolution (2011). Fundamental Transformation Document of Education. Tehran: Secretariat of the Supreme Council.
Suprime Council of the Cultural Revolution (2011). Theoretical foundations of fundamental change in the formal public education system of the Islamic Republic of Iran. Tehran: Secretariat of the Supreme Council.
Suprime Council of the Cultural Revolution (2013). Approvals of the Higher Education Council. Tehran: Secretariat of the Supreme Council.
Traicoff, D., Pope, A., Bloland, P., Lal, D., Bahl, J., Stewart, S., & Shamalla, L. (2019). Developing standardized competencies to strengthen immunization systems and workforce. Vaccine, 37(11), 1428-1435.
Turani, H. (2016). process-oriented Leading and Managing prerequisite of improving the management quality. School Management Development.  113, 24-26.
            Zeinabadi, H. R., & Abdul Husseini, B. (2017). Successful School,       Successful Manager: A Comparative Study of International Successful School Principalship Project (ISSPP) Findings. Educational Innovation. 16(1), 21-42
School Administration
Volume 8, Issue 2
May 2020
Pages 245-218

Files

History

  • Receive Date: 11 January 2020
  • Revise Date: 08 May 2020
  • Accept Date: 10 June 2020

Share

How to cite

Statistics