Document Type : Research Article (Quantitative)
Authors
1 PhD student, Department of Philosophy of Education, Science and Research Unit, Islamic Azad University, Tehran, Iran
2 Professor, Department of Sociology, Amin University of Police Sciences, Tehran, Iran.
3 Professor, Curriculum Planning Department, Amin University of Police Sciences, Tehran, Iran.
Abstract
Purpose: Considering the importance of intelligence and talent and their role in academic performance, the present research was conducted with the aim of designing an intelligence and talent management pattern for elementary school students.
Methodology: The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The study population in the qualitative section was experts in the field of educational sciences of experts in the field of intelligence and talent management, which based on the principle of theoretical saturation number of 14 people of them were selected by purposive sampling method. The study population in the quantitative section was principals and teachers of Bushehr province, which based on the Krejcie and Morgan table number of 196 people of them were selected by stratified sampling method. The data of qualitative section were collected by semi-structured interview and the quantitative section were collected by researcher-made questionnaire. To analyze the data of qualitative section were used from coding method in MAXQDA-12 software and to analyze the data of quantitative section were used from structural equation modeling method in SPSS-25 and Smart PLS 4 software.
Findings: The findings of the qualitative section showed that the intelligence and talent management pattern for elementary school students has 124 indicators, 15 components in 6 dimensions including the central category (with three components of attraction of talent, development and promotion of talent and retention of talent), causal factors (with three components of internal conditions, organizational conditions and current processes), contextual factors (with three components of managerial factors, human resources planning and infrastructure factors), strategic factors (with two components of structural and process), environmental factors (with two components of environmental dynamics and environmental support) and consequences (with two components of individual and social-organizational). Also, the findings of the quantitative section showed that the intelligence and talent management pattern for elementary school students had a good fit and the causal factors, contextual factors and environmental factors had a direct and significant effect on the central category, the central category, contextual factors and environmental factors had a direct and significant effect on the strategic factors and the strategic factors had a direct and significant effect on the consequences (P<0.05).
Conclusion: The designed intelligence and talent management pattern for elementary school students in the present research can help the experts and planners in the field of education to improve the intelligence and talent of students in order to improve their academic performance.
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