Provides a high-performance model of school management performance based on the three-pronged model

The approach of this research was a series of exploratory discoveries. In the qualitative part, the researcher based on the content analysis of related sources and semi-structured interview with expert professors, identified the indicators of the three-branch model in school excellence and presented a conceptual model. Tested from the qualitative stage. The statistical population was the qualitative part of the professors of educational sciences and the informants of the school management excellence plan, 20 of whom were selected using a targeted approach. The statistical population in a small section included all school principals implementing the excellence program of Kurdistan province with 1440 people, which according to the Cochran's formula, 469 people were determined using random cluster sampling method. To collect the data, a researcher-made questionnaire was used, the Formal narrative, content and structure validity of which was confirmed by professors of educational sciences, and its reliability was obtained with Cronbach's alpha coefficient of 0.86. Exploratory, confirmatory, and pathway factor analysis tests were used to analyze the data. The research data were analyzed using AMOS and SPSS statistical software. The results showed the development of a model of excellence in school management performance in the form of a three-pronged model and 15 general categories, which include: background factors (financial resources, physical resources, parents), structural factors (organizational structure, strategy, recruitment and technology) Behavioral factors (organizational culture, leadership style, staff and human relations), and excellence in school performance (participation, creativity, human resource capability, social institutions). Structural equation modeling in the conceptual research test of research indicates its optimal fit according to fitness indicators, its validity is confirmed and can be generalized to the statistical community. In the study of the effect of three-branch model factors on school management excellence, the results showed a positive and direct effect of structural and behavioral factors and a positive and indirect effect of background factors on school performance excellence. Keywords: Performance, School Management Excellence, Background Factors, Structural Factors, Behavioral Factors Provides a high-performance model of school management performance based on the three-pronged model Rashid Ahmadifar(rash)[1], Showbo Abdolmaleki[2] Introduction In order to respond favorably and appropriately to the educational system to the rapid scientific, cultural and technological developments and developments of the present age; In order to keep pace with this process, schools need new and innovative educational leaders (Alaghehband, 2018). Studies have shown that organizational excellence has been successful in improving the performance of educational organizations (2011, Mirzapour, Shams Morkani) and can play a very important and influential role on the dynamism, transformation, growth and development and, consequently, on the entire education system. And be educated (2016, Nsiri & Saki). On the other hand, the phenomenon of organization and management can be studied and analyzed in terms of effective factors into three categories of contextual, structural and behavioral factors. No phenomenon can occur in any organization outside the interaction of these three categories (2012, Dehghan, Talebi, Arabion). Identifying issues and deficiencies in the knowledge, attitude and organizational behavior of employees and raising the level of skill standards and continuous growth of knowledge, ability and professional capabilities of human resources, is a category that leads to performance excellence (Azizi, 2007). Although many organizations today seek excellence, not all seekers of excellence achieve it. One of the main reasons for failure is the lack of deep access to the concept of excellence and disregard for the role of transcendent manpower (Dahlgaard, 2007). Identifying and making good use of available resources and capacities will enable continuous improvement of school excellence. Thus, all management processes are transformed and continuous improvement is institutionalized as a principle and value in schools . According to the researcher's studies, research has been conducted to identify triangular factors on a case-by-case basis in organizational performance, including the University of Medical Sciences, or the effect of these factors on social innovation in other organizations. It has identified all three three-pronged factors as well as the performance of school excellence and provided a model in this regard and in addition has examined the impact of these three factors on school excellence. Providing a comprehensive model and classification that includes the most important factors related to school management excellence, especially influential elements such as contextual, structural and behavioral factors, helps education officials and managers in the field of school excellence strategies and provides a suitable framework. Puts them. Therefore, this study seeks to provide a model of school management excellence performance based on the three-pronged model (contextual, structural and behavioral factors), determine the validity of the model based on identified components and the status of identified factors and components of the model in the case population. Examine the study. In line with the objectives of the research, the following questions have been raised: 1. What are the components of the three-pronged model in the performance of school management excellence? 2. To what extent does the pattern of relations between the factors of the three-pronged model have the necessary validity and reliability in the school excellence performance? 3. Do the factors of the three-pronged model affect the performance of school management excellence? Method: The approach of this research was a sequential exploratory mix of model formulation. In the qualitative part, based on the content analysis of the relevant sources and semi-structured interviews with experts, the researchers identified the components of the three-pronged model in school excellence and presented a conceptual model. They have tested the quality from the stage. The statistical population was the qualitative section of the professors of educational sciences and the informants of the school management excellence plan. The statistical population in a small part included experts, principals and teachers of schools implementing the excellence program of Kurdistan province, numbering 1440 people, which according to Cochran's formula, 469 people were determined using random cluster sampling method. A researcher-made questionnaire was used to collect data, the face, content and structure validity of which was confirmed by professors of educational sciences and its reliability was obtained with Cronbach's alpha coefficient of 0.86. One-sample t-test, confirmatory factor analysis and path analysis were used to analyze the data. Research data were analyzed using AMOS and SPSS statistical software. findings:  The results showed that the school management excellence performance model was developed in the form of a three-pronged model and 15 general categories including: underlying factors (financial resources, physical resources, parents), structural factors (organizational structure, strategy, recruitment and retention). And technology), behavioral factors (organizational culture, leadership style, staff and human relations) and school excellence (participation, creativity, empowerment and social institutions). Structural equation modeling in the test of the conceptual model of the research indicates its optimal fit with respect to the good components of the fit, its validity is confirmed and can be generalized to the statistical community. In examining the effect of three-pronged model factors on school management excellence, the results indicated a positive and direct effect of structural and behavioral factors and a positive and indirect effect of underlying factors on school performance excellence. Result: The aim of this study was to design a model of school management excellence performance based on the three-pronged model. In the qualitative part of the research, first, the themes of the three-pronged model in school management excellence performance were identified and the research scale was developed as 67 organizing themes, 15 basic themes in 4 comprehensive themes (contextual, structural, behavioral and school excellence factors). The results of the first question of this study showed that the underlying factors in the performance of school excellence include (financial resources, physical resources, parents). Structural factors in school excellence performance include (organizational structure, strategy, recruitment and retention and technology), behavioral factors in school excellence performance include (organizational culture, leadership style, staff and human relations). The second question of the research in determining the validity and reliability of the factor structure of the school excellence performance model based on the three-pronged model, its validity through face and content validity with the help of a group of professors and educational excellence program and structural validity with confirmatory factor analysis and reliability It was confirmed by Cronbach's alpha. In examining the results of the third question, the effect of underlying factors on the performance of school management excellence was not directly confirmed. [1] . Assistant ProfessorOf Sociology, Department of Social Sciences, Farhangian University of Kurdistan, Iran. [2] . PhD in Educational Management and Lecturer at Farhangian University of Kurdistan, Iran.