Volume 5, Issue 3 (September 2023)                   IEEPJ 2023, 5(3): 289-297 | Back to browse issues page

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AkbarKhansari A, Sharifirad G, Khoshgoftar Moghadam A, Rahmani J. (2023). Examining the Competency Evaluation Model of Primary Education Principals: A Structural Equation Modeling Study. IEEPJ. 5(3), 289-297. doi:10.22034/5.3.289
URL: http://ieepj.hormozgan.ac.ir/article-1-642-en.html
Examining the Competency Evaluation Model of Primary Education Principals: A Structural Equation Modeling Study
Ahmad AkbarKhansari1 , Gholamreza Sharifirad * 2, AliAkbar Khoshgoftar Moghadam3 , Jafar Rahmani4
1- Phd Student of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
2- Associate Professor, Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran , dr.sharifirad@gmail.com
3- Farhangian University, Qom, Iran
4- Assistant Professor, Department of Educational Management, Qom Branch, Islamic Azad University, Qom, Iran
Abstract:   (481 Views)
The present study aimed to examine the competency evaluation model of primary education managers. The current research is applied in terms of purpose and quantitative in terms of data collection which was carried out by structural equation modeling method. The research data was used through a researcher-made questionnaire. The statistical population included all the primary education principals of Lorestan province (Iran) in 2021, and 330 people were selected by cluster sampling method based on the Krejcie and Morgan table. To examine the model, structural equation modeling method was used in PLS software. The results indicated that the coefficient of determination (R2) is equal to 0.99, which is higher than the value of 0.67, and according to the fit indices, the proposed model benefits from a good fit. Since the t values for all direct effects were higher than 1.96, all the relationships in the model were confirmed.
Keywords: Competency assessment model validity, principals, elementary schools, structural equations modeling
Full-Text [PDF 271 kb]   (117 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2023/01/15 | Accepted: 2023/02/9 | Published: 2023/09/1
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