Study of the data base of the competency model of school leaders in rural and nomadic geography (identifying the interventionist conditions, strategies and consequences of designing and explaining the competencies of the leaders)

Today, many countries want better development of rural schools and the realization of educational justice, and have given more authority to rural schools in curriculum design and resource management. The need for effective leadership of rural school leaders with effective competencies to meet the complex and multifaceted demands of multigrade primary school education is undeniable. In many countries, the focus on nurturing and advancing efficient school leaders has become a key part of educational reform of education systems. Due to the lack of institutionalization of the position and concept of leadership in educational policies, we are faced with a "lack of content and thematic knowledge" in this area. This situation has shown itself in the correct understanding of the nature of leadership opportunities Due to the weakness of the role and position, the leaders are in a situation that has reduced the perception of them to the manager or inspector.In order to overcome the gaps caused by this situation, the present study was conducted to identify the interventionist conditions, strategies and consequences related to the design of managers' competencies. The study population is the educational leaders of the country. Sampling was done purposefully and theoretically and the sample size was determined based on theoretical saturation. Semi-structured interviews were used to collect data.