Developing and Designing Competency-Based Performance Management Elevation Model on High School Teacher in Iran: a mixed-method approach

Designing a model for evaluating teachers' effective performance is a major challenge in the Ministry of Education, and stakeholders in this field are dissatisfied with current evaluation methods. Therefore, the aim of this study was to provide a model for evaluating the performance based on the competence of high school teachers.

To do this, a combined qualitative-quantitative exploratory method was used. The qualitative part was based on Strauss-Corbin's Grounded theory approach and experimental data obtained from open interviews with 20 experts. A theoretical model emerged from the interviews obtained through an open, central, and selective coding analytical process. From open coding to saturating concepts and creating categories, axial coding to raise categories and the process of relating them to their subcategories to select the central phenomenon and from selective coding to create a theoretical arrangement of categories The original was used to build the model.

As a result of constructing the model, competency-based performance criteria were explained with the subcategories of behavioral-moral-emotional competencies, knowledge, professional, attitude, general and specialized performance criteria as a central phenomenon. Also nine strategies of targeting, determining design considerations, comprehensive design of performance appraisal, guide and consulting, laying the groundwork for improving performance appraisal, improving the quality of performance appraisal, selecting appraiser, designing performance appraisal tools, determining how to conduct performance appraisal It resulted. The results show that performance appraisal occurs under the influence of causal, intervening and contextual conditions that affect selecting appropriate strategies and consequently the consequences. The validity of the model was evaluated with Lincoln-Guba indices and its reliability was assessed with a Creswell-based dual coding strategy. By distributing 360 cluster questionnaires randomly among teachers in 11 provinces, the theoretical model obtained by quantitative methods of structural equations was tested and confirmed through PLS3 software. Structural validity was performed using confirmatory and exploratory factor analysis and factor loads were higher than 0.4 and subscription values were higher than 0.5. The combined reliability and Cronbach's alpha values for all variables in the model were above 0.7. The structural model fit test used indices of significant coefficients t, all t values were above 1.96 and confirmed the relationships between variables. Suggestions and guidelines for future research were also provided.