The role of self-development of school administrators in enhancing their performances (A case study: School administrators of Ray city)

Subject Areas : Educational Psychology

Khodayar Abili ¹ , Javad Pourkarimi ² , Ebrahim Mazari ³ , Kobra Khabare ⁴ , Sodabeh B adehban ⁵

1 - دانشیار دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران، تهران
2 - استادیار دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران، تهران
3 - کارشناس‌ارشد مدیریت آموزشی دانشگاه تهران، تهران(نویسنده مسئول)
4 - کارشناس‌ارشد مدیریت آموزشی دانشگاه تهران، تهران
5 - کارشناس‌ارشد روان‌شناسی تربیتی دانشگاه الزهرا، تهران

Received: 2016-04-13 Accepted : 2016-04-13 Published : 2014-08-23

Keywords: Performance, Self- development, specific skills, school administrator,

Abstract :

This study aimed to investigate the role of Self-development of school administrators in their performance in Ray City. The research method was descriptive and correlational and the analysis used was structural equation modeling. The Statistical population was all school administrators of Rey city. Using Cochran's sampling formula, the researchers selected 180 managers by Stratified random sampling with proportional allocation. The manager Self-development questionnaire with the reliability of α=0/95 and performance questionnaire with the reliability of α=0/91 were used for the data collection. The structural equation modeling showed that basic knowledge and information with path coefficients (γ=0/79) have a significant effect on the on managers’ performance. In other words, managers who have adequate knowledge of the basic administrative facts and management will have better performance. Also, Self-Development meta-qualities included creativity, mental agility, balanced habits and skills of learning with path coefficients (γ=0/74) have an impact on the school principals’ performanas. Finally, goodness of fit index (GFI), incremental fitness index (IFI), root mean square error of approximation (RMSEA), normalized fitness index (NFI) and the comparative elegance of goodness index (AGFI) did not confirm the impact of the Self-development specific skills on the principals, performances.

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