Rozita Ebrahimi Tabar; Sadraddin Satari; Tooran Soleimani
Abstract
Purpose: The aim of this study was to design an effective management model in third millennium schools.Methodology: The present study was applied in terms of purpose and integrated in terms of implementation method. The population of qualitative research included university professors in the academic ...
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Purpose: The aim of this study was to design an effective management model in third millennium schools.Methodology: The present study was applied in terms of purpose and integrated in terms of implementation method. The population of qualitative research included university professors in the academic year 2021-22 who were selected by purposive sampling method based on the principle of theoretical saturation 16 people. In the quantitative part of the research, the statistical population included the managers of Ardabil province, of which 300 people were selected by random sampling method. The research tools were semi-structured interviews in the qualitative part and questionnaires in the quantitative part. To validate the findings in the qualitative part from the perspective of experts and reliability, the coefficient of agreement between the coders was used. In a small part, the face value and reliability with Cronbach's alpha was 89%. Coding was used for analysis in the qualitative part and structural equation method with Pls Smart software was used in the quantitative part.Findings: The results showed that 237 initial codes, 32 axial codes were identified in the form of causal, contextual, intervening, strategies and consequences. Causal conditions were strong predictors (Aston-Geiser scale equal to 0.521) for effective school management. Also, the variables of contextual conditions, effective school management and intervention conditions are strong predictors (Aston-Geiser scale equal to 0.732) for the variable of strategies and strategies are also strong predictors (Aston-Geiser scale equal to 0.672) for the outcome variable. Effective management of schools.Conclusion: it can be said that the final model derived from the qualitative part of the research has a good fit and can be implemented in educational systems (schools) and by moving towards this model, witness a fundamental change in the development of effective management in third millennium schools.
Pegah Asheghi; Mohammad Naghi Imani; Asghar Sharifi
Abstract
Purpose: One of the effective factors in the state of schools is the performance of its principals, especially in the primary period. The current research was conducted with the aim of identifying the effective normative and behavioral variables in the performance of primary school principals.
Methodology: ...
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Purpose: One of the effective factors in the state of schools is the performance of its principals, especially in the primary period. The current research was conducted with the aim of identifying the effective normative and behavioral variables in the performance of primary school principals.
Methodology: This research in terms of purpose and implementation method was applied and qualitative from type of descriptive-developmental, respectively. The research population was primary school principals and universal specialists in the field of education, which number of 20 people of whom were selected as a sample with using the purposive sampling method and based on the principle of theoretical saturation. The data were collected by individual semi-structured interviews (the validity of the interview was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient between two coders at 77.8) and analyzed by the open, axial and selective coding method in MAXQDA software.
Findings: The findings of the present research showed that for the effective variables in the performance of primary school principals were identified 76 indicators, 11 components and 2 dimensions. The effective behavioral dimension in the performance of primary school principals were included 37 indicators in 5 components of value, job satisfaction, motivation, personality and creativity. Also, the effective normative dimension in the performance of primary school principals were included 39 indicators in 6 components of organizational communication, organizational culture, organizational structure, decision-making styles, roles and expectations and goals and strategies. Finally, the effective normative and behavioral pattern in the performance of primary school principals was designed.
Conclusion: According to the results of this research, in order to improve the performance of school principals, can be taken effective steps through the identified indicators, components and dimensions for the effective variables in the performance of primary school principals.
