The Study of Self-development of Principals, Leadership and its Relationship with Motivational Factors and Self-regulatory Skills

The purpose of this study was to evaluate the relationship between motivational, self-regulatory factors and the demographic variables with the propensity of Sanandaj school principal’s self-development leadership attributes. The sample population consisted of 105 of the senior secondary school principals of both boys’ and girls’ schools. A questionnaire consisting of 60 items of the components of job involvement, locus of control, organizational commitment, self-efficacy and metacognition was used and was confirmed by Cronbach's alpha. The results showed that the evaluation of variables that determine orientation to self-development of leadership among the school principals were significantly higher than the average. The propensity of female principals was significantly higher than that of their male counterparts and the inexperienced compared to experienced principals had greater propensity to leadership self-efficacy. The relationship between motivational factors such as locus of control, job involvement, organizational commitment and that of self-regulatory skills such as metacognition, self-efficacy, and motivation was meaningful. Finally, the model used in this study was confirmed by path analysis.