Designing and validating the competency model of smart school principals
Publisher: name: The University Of Kurdistan
Year: 2021

description: The rapid development of information technology, along with other factors such\nas the transformation of the industrial society into information, demographic\nchange, the globalization of professional activities, the expansion of market\nforces in the field of education and in other words the commercialization of\neducation, have all had dramatic effects on education. . Accordingly, today\nthe most important concern of a country's education system is to create a\nsuitable environment for the growth and excellence of intellectual capital in\ninformation and knowledge-based societies. Achieving this requires a\nredefinition of the role and function of schools and the entry of modern\ntechnologies into the field of educational institutions (Zamani, 2009). Today,\nthe country's education system needs a school that uses information and\ncommunication technology to enable continuous learning and provide new\nopportunities for people to experience life in the information society, so that\nthis technology is not as a tool, but in the form of Empower the infrastructure\nfor vocational education and training. The widespread use of information and\ncommunication technology in the process of education, along with the\nevolution of educational approaches in the world, has provided the ground for\nthe formation of smart schools, these schools are among the key needs of\nstudent-based communities and approaches to develop students' knowledge\nskills and entrepreneurship. (Mosazadeh, 2019). The method of the present\nstudy is mixed, which has been done in two stages, qualitatively and\nquantitatively. The statistical population of the present study in the\nqualitative section included all university professors related to smart schools  (member of the Smart Schools Council), specialists in technology, experts in\neducation departments and smart school principals. 22 smart school\nprincipals and educational technology experts from 6 provinces of\nKermanshah, Ilam, Qazvin, Bandar Abbas, Hamedan and Fars were\nrandomly selected. In a small part of the cluster random sampling method,\nbased on Cochran's formula, 386 questionnaires were used. In this study, data\ncollection tools were theoretical background, interview and documentary\nobservation. In the first stage of this method, the data theory of the\nfoundation is used as a qualitative approach; Therefore, in this study, in order\nto identify qualitative characteristics through interviews and all the factors\naffecting the competencies of smart school principals, in the opinion of\nexperts, as well as searching in specialized books, Internet, related magazines\nand articles, dissertations and other books and research; Was used. Strauss\nand Corbin method coding method was used to analyze the qualitative data.\nThe research findings in the qualitative section showed that in the open\ncoding section, they identify the concepts and expand them according to their\ncharacteristics and dimensions. From the raw raw data, the basic categories\nrelated to the studied phenomenon are extracted by segmenting the\ninformation, forming categories of information about the studied\nphenomenon, asking about the data, comparing cases, events and other cases\nof phenomena to gain similarities and differences. The results of open coding\nof data collected using interview tools were observed that 62 open codes out\nof 370 concepts were identified. In the axial coding stage, the researcher puts\none of the categories at the center of the process under study and exploration\n(the main phenomenon) and then relates the other categories to it. These\ncategories are: causal conditions (justifiable causes of the main\nphenomenon), strategies (interactions performed to control, manage, deal\nwith and respond to the main phenomenon), context (specific bedrock\nconditions affecting strategies), intervening conditions (general bedding\nconditions). Effective in strategies (and consequences) (guidance in applying\nstrategies). In the axial coding process, aggregate coding was used. In the\naxial coding section, 62 initial codes were identified. In the section of\nselective coding, the researcher, relying on the internal relations of the\ncategories extracted from the axial coding model, writes his research theory\nby writing a narrative of the relationship between the categories and\naccording to personal technical notes. At this stage, the researcher provides a\ntheoretical explanation of the process under study. The researcher can\ncomplete the systematic design by stating propositions; Therefore, in this stage, 15 categories including values and attitudes of principals and staff,\nevaluation, supervision and control, principal knowledge competence,\ngeneral competencies of smart school principals, professional competencies\nof principals, school infrastructure conditions, social and cultural factors,\neconomic factors, religious factors, management Resources and training,\nskills and abilities of the secretary, skills and abilities of the principal,\ncooperation and partnership with staff and organization, school intelligence,\npersonality traits were identified. In this study, for designing and validating\nthe competency model of smart school principals, based on interviews with\nexperts, models and related variables have been identified. Finally, based on\nthe final criteria identified, the model derived from the data theory theory\nmethod is presented. The results showed that the results of open coding of\nqualitative data collected using the interview tool, it was observed that 62\nopen codes out of 370 concepts were identified. In the next step, in the axial\ncoding section, 62 primary codes and in the selective coding section, 15\ncategories are categorized as follows: Values and attitudes of principals and\nstaff, evaluation, supervision and control, principal knowledge competence,\ngeneral competencies of smart school principals, principals' professional\ncompetencies, school infrastructure conditions, social and cultural factors,\neconomic factors, religious factors, resource and educational management,\nskills and competencies Secretary, skills and abilities of the principal,\ncooperation and partnership with staff and organization, school intelligence,\npersonality traits. The category of professional competencies of principals is\nin the first place and was selected as the most important competence of smart\nschool principals according to experts and experts. Managers with higher\neducation and appropriate management expertise can be very successful in\nmanaging smart schools. Organizing and coordinating is one of the most\nimportant professional competencies of principals in such schools, and if\nprincipals have the power to organize and coordinate matters, especially the\nacademic guidance of students, they can be very suitable for managing smart\nschools. Mastery of software and hardware systems are other professional\nskills of managers. Having a certificate of competency and professional\ncompetence of principals, especially passing specialized courses in\nmanagement and leadership and familiarity with how to run smart schools are\nother effective factors in determining the competence and selection of\nprincipals.