Kolsoom Barzegar; Saeed Saffarian Hamedani; Reza Yousefi Saeedabadi
Abstract
Purpose: The aim of this study was to identify the dimensions and components of empowerment of managerial skills of female school principals in the data theory paradigm of the foundation.. Methodology: The present study was a qualitatively and quantitatively mixed method, applied in terms of purpose ...
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Purpose: The aim of this study was to identify the dimensions and components of empowerment of managerial skills of female school principals in the data theory paradigm of the foundation.. Methodology: The present study was a qualitatively and quantitatively mixed method, applied in terms of purpose and descriptive in nature and method. The qualitative statistical population according to the saturation limit consisted of 12 female managers who had postgraduate education and executive experience in Mazandaran province. Semi-structured interviews were used to collect data. The statistical population included a small number of female school principals of all levels of education and female experts and female professional principals of the city and regions of the Education Organization of Mazandaran Province. 307 women were selected by cluster sampling method. The data collection tool was developed in a quantitative stage of the questionnaire whose dimensions and components were obtained in the qualitative stage of the research. The validity and reliability of the questionnaire was confirmed based on Cronbach's alpha coefficient using face validity and construct validity. Data analysis was performed using structural equation model test and software used by Lisrel and Pls software. Result: : The results showed that to empower 5 dimensions and 13 components with the titles: individual empowerment with two subcategories (mental and behavioral empowerment), cultural empowerment with two subcategories (belief in women's management and culture-building interactions) Empowerment of new technology skills with three sub-categories (creating the ground for innovation, sense of competence and job development), empowerment of education with three sub-categories (pre-work training with specialized knowledge approach) and (short-term in-service training with skill approach Practical) and (long-term training with soft skills approach) and empowerment of work in a male environment with the categories (ability in meetings and ability in communication) and 58 indicators were identified. Conclusion: The results showed that applying the dimensions and components of empowerment of managerial skills of female principals in schools can improve school productivity in order to fulfill the assigned missions and tasks.
