Volume 5, Issue 2 (June 2023)                   Iranian Evolutionary and Educational Psychology 2023, 5(2): 64-78 | Back to browse issues page

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Alaei Mousavi S K, Hashemi A, Bagheri M. (2023). Developing a Model for Identifying the Competencies of Managers Based on the Fundamental Reform Document of Education. Iranian Evolutionary and Educational Psychology. 5(2), 64-78. doi:10.52547/ieepj.5.2.64
URL: http://ieepj.hormozgan.ac.ir/article-1-288-en.html
1- Department of Educational Management, Kish International Branch, Islamic Azad University ,Kish Island, Iran
2- Associate Professor , Department of Educational Sciences, Lamerd Branch, Islamic Azad University, Lamerd, Iran
3- Associate Professor, Department of Public Administration, Faculty of Humanities, Bandar Abbas Branch,Islamic Azad University, Bandar Abbas, Iran
Abstract:   (216 Views)
The objective of this article is to propose a model for the professional competencies of managers based on the Fundamental Reform Document of Education (FRDE). The research employed an applied mixed method study (qualitative-quantitative) with an exploratory approach. Qualitative stage participants consisted of faculty members of the Islamic Azad University of Tehran, staff specialists of the Ministry of Education, and senior organization managers. The quantitative stage target population comprised all middle school educational managers in Tehran city, from which 335 individuals were selected using the cluster sampling method and Morgan's table. A researcher-designed questionnaire was used to collect data, and structural equation modeling was utilized to analyze the data. The results revealed that six areas were identified concerning the professional competence of the managers of the country's education system. These six areas include personal competence, moral competence, technical competence, administrative competence, organizational competence, and communication competence, each of which had sub-components suitable for the country's school management system's needs and requirements.
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Type of Study: Original | Subject: Educational Psychology
Received: 2021/02/10 | Accepted: 2021/08/8 | Published: 2023/06/1

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