Ranking the competency criteria for school principals based on the fuzzy method in the Education Department of Isfahan Province

Assari, Naser; Siadat, Seyedali; Abedini, Yasamin; Monadjemi, S. Amirhassan

doi:10.1504/ijmie.2019.102584

“…Ostadian and Sepahvand (2019) considers competence as a measurable characteristic of a person that is related to effective performance in a specific job, organization and culture. Assari et al (2019) calls competency the set of knowledge, skills and attitudes that enable employees to effectively perform job-related activities or job functions according to expected standards. Sehhat et al (2023) considers competence to include a number of interconnected characteristics and a combination of knowledge, skills and behaviors that can be used as a means to improve performance.…”

Section: Competencymentioning

confidence: 99%

“…Ostadian and Sepahvand (2019) considers competence as a measurable characteristic of a person that is related to effective performance in a specific job, organization and culture. Assari et al . (2019) calls competency the set of knowledge, skills and attitudes that enable employees to effectively perform job-related activities or job functions according to expected standards.…”

Section: Literature Reviewmentioning

confidence: 99%

Designing the competency model of human resource managers based on paradox theory (case study: information and communication technology industry)

Nayebpour

¹

,

Sehhat

²

2023

IJOA

0

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Purpose The main goal of any organization is to achieve the best quality of work through employees, and managers play a very important role in this field. Managers and leaders of organizations often face with paradoxes that make decision-making difficult. The purpose of this paper is to develop a competency model for human resource managers considering the importance of the role of paradoxes for organizations. Design/methodology/approach The research methodology is of a mixed type and with an approach based on paradox theory and using theme analysis and fuzzy Delphi, it seeks to provide a model of paradoxical managers’ competence. The statistical sample included 11 experts working in the information and communication technology industry, who were selected using the snowball and judgmental sampling method. Findings The results of this research show that the competency model of human resource managers has three managerial, organizational and individual levels and has 15 themes including strategic partner, organizational knowledge, awareness of the industry environment, awareness of the external environment, paradoxical thinking, managerial knowledge, relationship management, resource management , leadership, human resources analyzer, information technology (IT) knowledge, personality traits, development, multitasking and cognitive competence. The most important theme identified is paradoxical thinking and familiarity with IT knowledge, and it is suggested that human resource managers working in this field should preferably study technical and engineering fields at the undergraduate level and shift to human resource management fields at the graduate level. Originality/value The distinguishing feature of this paper is the presentation of a competency model based on paradox theory. Paradoxes are part of organizational life. Therefore, there should be a paradoxical view in all organizational analysis.

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“…Although there are various models on school leadership competency, these models have been developed mostly in Western educational settings (Assari, et al, 2019). As the historical, cultural contexts and education system of Malaysia differ from Western settings, the lack of scientifically sound and locally developed model on school leadership competency for Education 4.0 necessitates a study to identify those critical competencies.…”

Section: Introductionmentioning

confidence: 99%

Leading sustainable schools in the era of Education 4.0: identifying school leadership competencies in Malaysian secondary schools

Kin¹,

Kareem²,

Musa³

et al. 2020

IJMIE

2

0

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The purpose of the study was to develop an empirical School Leadership Competency Model for the era of Education 4.0 (SLCMEduc4.0) to identify school leadership competencies that facilitate and maximize effectiveness in leading sustainable schools in Malaysia. Exploratory Factor Analysis (EFA) was employed to identify the underlying factors whereas Confirmatory Factor Analysis (CFA) was applied to test the measurement models using Structural Equation Modelling. A total of 444 and 931 respondents completed the survey with usable data for EFA and CFA respectively. The results suggested that the SLCMEdu4.0 can be explained by eight factors namely; Leading for Learning, Emotional Intelligence, Critical Thinking, Communication and Ethics, Collaboration, Decision Making and Problem Solving, Digital Dexterity and Entrepreneurial with good fit statistics; normed x 2 =2.628, TLI=.950, CFI=.954 and RMSEA=.042. With a total of 40 items, the model also features good convergent and discriminant validity and construct reliability. The SLCMEduc4.0 is a coherent premier model that provides useful feedback for practitioners in planning, designing and evaluating future professional development programmes for school leaders. The study encourages a fresh look at educational leadership development locally and globally specifically in enhancing the leadership development of Malaysian school leaders towards productive change in the era of Education 4.0.

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Leading sustainable schools in the era of Education 4.0: identifying school leadership competencies in Malaysian secondary schools

Ghouri

¹

2020

IJMIE

View full text Add to dashboard Cite

The purpose of the study was to develop an empirical School Leadership Competency Model for the era of Education 4.0 (SLCMEduc4.0) to identify school leadership competencies that facilitate and maximize effectiveness in leading sustainable schools in Malaysia. Exploratory Factor Analysis (EFA) was employed to identify the underlying factors whereas Confirmatory Factor Analysis (CFA) was applied to test the measurement models using Structural Equation Modelling. A total of 444 and 931 respondents completed the survey with usable data for EFA and CFA respectively. The results suggested that the SLCMEdu4.0 can be explained by eight factors namely; Leading for Learning, Emotional Intelligence, Critical Thinking, Communication and Ethics, Collaboration, Decision Making and Problem Solving, Digital Dexterity and Entrepreneurial with good fit statistics; normed x 2 =2.628, TLI=.950, CFI=.954 and RMSEA=.042. With a total of 40 items, the model also features good convergent and discriminant validity and construct reliability. The SLCMEduc4.0 is a coherent premier model that provides useful feedback for practitioners in planning, designing and evaluating future professional development programmes for school leaders. The study encourages a fresh look at educational leadership development locally and globally specifically in enhancing the leadership development of Malaysian school leaders towards productive change in the era of Education 4.0.

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Ranking the competency criteria for school principals based on the fuzzy method in the Education Department of Isfahan Province

Cited by 3 publications

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Designing the competency model of human resource managers based on paradox theory (case study: information and communication technology industry)

Designing the competency model of human resource managers based on paradox theory (case study: information and communication technology industry)

Leading sustainable schools in the era of Education 4.0: identifying school leadership competencies in Malaysian secondary schools

Leading sustainable schools in the era of Education 4.0: identifying school leadership competencies in Malaysian secondary schools

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