Providing and Validating a conceptual framework to explain the performance of principals of elementary schools in Tehran
Subject Areas :
1 - islamic republic univercity of roodehen
Keywords: performance, principal, primary schools.,
Abstract :
The purpose of this research was to present and validate the model of explaining the performance of the principals of elementary schools in Tehran, which done with a mixed method (qualitative-quantitative). In the qualitative part, the participants included experts in the field of education, based on the principle of theoretical saturation and using the targeted sampling approach, 17 people selected and interviewed. In the quantitative part of the research, the respondents included the principals of elementary schools in Tehran, who selected as a statistical sample through random cluster sampling. The researcher-made questionnaire designed based on the results of the qualitative section. The reliability of the research tool checked through Cronbach's alpha, and its value was 86%. The validity of the questionnaire confirmed through content and construct validity. Data analysis done in the qualitative section using the coding method using MAXQDA 2020 software and in the quantitative section using the structural equation method using Smart PLS2 and AMOS software. The findings showed that the perceptual framework for explaining the performance of elementary school principals had two behavioral and normative dimensions. This framework included 5 components in the behavioral dimension (values, job satisfaction, motivation, personality, creativity) and 6 components in the normative dimension (organizational communication, organizational culture, organizational structure, decision-making styles, roles and expectations, goals and strategy). In the quantitative part, all the components were valid and the presented framework had a good fit.It is suggested that implementation plans to improve the status of each of the variables should be designed and implemented continuously with the participation of school administrators. Also, in the design of in-service courses, the content of these courses should be compiled in such a way that normative and behavioral variables are included as part of this content.