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Showing 2 results for Principals
Mr Ali Jafari Rad, Dr Adel Zahed Babolan, Dr Masoud Moradi, Dr Isa Samari,
Volume 7, Issue 4 (4-2019)
Abstract
The purpose of this study was to develop a conceptual model for the competence of high school principals in Tehran province. This qualitative research was carried out using a strategy based on the grounded theory. In this regard, using a targeted approach and theoretical saturation criterion, semi-structured interviews with 17 people (7 faculty members specialized in the field of educational management, 5 educational staff managers in Tehran province and 5 school principals) was applied. To obtain validity and reliability of the data, two methods of reviewing participants and non-participant experts were used. The results of the data analysis in three stages, open coding, theoretical coding and selective coding, represent 17 general categories. This paper analyzed the findings of the study in the paradigmatic model including: causal conditions ( the need for continuous improvement, material and spiritual support (Incentives), changes in knowledge and occupation), the main phenomenon (required knowledge, attitudes, and skills), strategies (development centers , providing direct training, implicit training (experimental), context ( collaborative work , supportive atmosphere, decentralized structure), intervening conditions (policy, rules and regulations of facilitator / barrier) and outcomes (improvement of learning quality, organizational development, professional development).
Zahra Taghizadeh Ghavam, Hamideh Reshadat Joo, Rasol Davodi,
Volume 11, Issue 2 (10-2022)
Abstract
The aim of the present research is to provide a model of an effective training system for the principals of primary education in Tehran. The research method is exploratory in terms of the applied purpose and the type of data, and in terms of the nature and type of study is qualitative part, self-emerging foundation data, and in the quantitative part, a cross-sectional survey. A number of thirty experts in the field of educational sciences were selected by a targeted snowball method and with the criterion of theoretical data saturation. In the quantitative part, the research population included all the principals of elementary school in Tehran, randomly selected. The research tool was a semi-structured interview in the qualitative part and a questionnaire in the quantitative part. Data analysis was analyzed and evaluated in the qualitative part through coding and in the quantitative part with the help of confirmatory factor analysis test. The research results show a model composed of eight dimensions of leadership and policy making, management structure, effective training, executive management, executive requirements, educational design, educational planning, evaluation and monitoring, which are 36 components and 154 indicators.
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