Professional Competencies of Principals of Special Talents Schools in Qom Province: Barriers and Development Strategies
Subject Areas : Instructional Excellence of management
Anaram Janati
1
,
Aqdas Nikooravesh
2
1 - Department of Educational Sciences, Qom Branch, Islamic Azad University, Qom
2 - Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
Keywords: School Principal, Special Talents Schools, Professional Competency, Qom Province, School,
Abstract :
The present study aims to examine the professional competencies of principals of special talents schools in Qom Province. The research methodology employed is mixed (qualitative–quantitative). In the qualitative section, the statistical population comprised principals, deputy directors for education, and teachers of special talents schools in Qom Province, from which eight individuals were selected through purposive and snowball sampling. The qualitative component was conducted using interviews and thematic analysis. The qualitative findings indicated that social factors, student-related factors, psychological factors, and factors related to principals’ knowledge and creativity affect the professional competencies of principals in special talents schools. Financial and facility-related challenges, lack of autonomy for principals, improper policies, inappropriate selection of principals, scarcity of experienced principals, regulations and restrictions, and environmental detriments were identified as barriers. Ultimately, capable teachers and staff, principals’ freedom of action, exchange
of opinions and consultation, correct selection of principals, education, planning, and appropriate policy-making were recognized as relevant strategies. In the quantitative section, the statistical population consisted of teachers and principals of special talents schools in Qom Province. Using simple random sampling based on Cochran’s formula, 201 individuals were selected as the sample size, of which 190 questionnaires were deemed valid and analyzed. Quantitative data analysis was conducted using exploratory factor analysis in
SPSS software. The quantitative results demonstrated that two factors—“relational” and “cognitive”—are the main factors influencing the professional competencies of principals of special talents schools. Furthermore, in the barriers to developing principals’ professional competencies, three factors—“motivational,” “deficiencies,” and “environmental”—were identified, and in the related strategies section, two factors—“flourishing” and “knowledge-based”—were recognized as the principal factors.
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