Document Type : Mixed Method Research Paper
Authors
1
Ph.d in Educational management, Farhangian Lecturer
2
Ph.D. student in educational management, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
10.22034/jsa.2025.144631.2614
Abstract
The present exploratory mixed-methods research, grounded in metaphorical realism, aimed to develop and validate a Cognitive Competency Model for School Principals. In the qualitative phase, 25 cognitive education specialists were selected through purposive sampling for semi-structured interviews. Data were analyzed using Glaser’s grounded theory method, employing open, selective, and theoretical coding to extract key cognitive dimensions related to educational leadership. To ensure credibility, the researchers applied expert validation and iterative refinement of the categories and concepts. In the quantitative phase, a Delphi technique supported by a questionnaire was used to validate the identified categories and concepts. Out of 25 experts in the field of cognitive education, 23 participated in the survey. The collected data were analyzed using a one-sample t-test to determine the level of expert agreement. The analysis confirmed the significance of all dimensions (p < 0.01). The finalized Cognitive Competency Model for School Principals includes 13 components: Metacognition, Mental Representation, Self-awareness, Psychological Capital, Linguistic Abilities, Neuroscience of Emotions, Social Cognition, Comprehensive and Systematic Approach, Neuro Leadership, Neurocognitive Principles of Learning, Multiple Intelligences, Perceptual and Mental Ability, and Cognitive-Organizational Readiness. Developing these competencies can enhance school principals’ cognitive efficiency and leadership performance.
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