Identifying the Effective Components on Professional Competence of Schools Managers from the Perspective of Education Experts

Subject Areas : Educational Science

Mehradad Ebrahimpour ¹ , Moslem Cherabin ² , Ahmad Akbari ³ , Ahmad Zendehdel ⁴

1 - PhD Student of Educational Management, Department of Educational Sciences, Neyshabour Branch, Islamic Azad University, Neyshabour, Iran
2 - Assistant Professor, Department of Educational Sciences, Neyshabour Branch, Islamic Azad University, Neyshabour, Iran
3 - Assistant Professor, Department of Educational Sciences, Bardaskan Branch, Islamic Azad University, Bardaskan, Iran
4 - Assistant Professor, Department of Statistics, Neyshabour Branch, Islamic Azad University, Neyshabour, Iran

Received: 2020-07-06 Accepted : 2020-09-18 Published : 2020-11-21

Keywords: Managers, Schools, education, Professional competence,

Abstract :

Professional competence of schools managers in an inevitable necessity because of its role in the professional development of teachers, improvement teaching and learning process and success of students. The aim of this research was identifying the effective components on professional competence of schools managers from the perspective of education experts. The present study was applied in terms of purpose and was qualitative in terms of implementation. The research community was education experts in 2018-19 academic years which number of 15 people of them were selected according to the principle of theoretical saturation by purposive and snowball sampling methods. In order to collect data was used from semi-constructed interview method and data were analyzed based on the grounded theory approach by open, axial and selective coding methods. The findings showed that effective components on professional competence of schools managers included five main categories and seventeen sub-categories. The main categories include human skills (one category of human indicators), perceptual skills (one category of acquisition of perceptual skills), psychological and mental-moral indicators (two categories of cognitive and mental indicators and ethics), managerial skills (eleven categories of intra-organizational communication management, extra-organizational communication management, leadership of teaching and learning processes, planning, organizational behavior, monitoring on research, financial resources and equipment, employee development, monitoring on intra-organizational changes, evaluation and control and technology specialization and skill) and specialized knowledge (two categories of technical knowledge and public knowledge).