PRESENTING AN ADEQUACY BASED MODEL FOR ELEMENTARY SCHOOL PRINCIPALS

Establishing an evaluation system aimed at standardizing localization and systematizing the selection of managers can help in the importance of education and education by helping to prevent arbitrary actions, justice-centered values and meritocracy. Today, education, as one of the subsystems of society, has an important role in the process of development, growth promotion, mental and social development of the individual, and if the necessary infrastructure for the establishment of the educational system is properly designed, in the long run will lead to progress. And will develop the community.  Innovation and originality of this research is due to the fact that the lack of a coded evaluation model in the country's educational system is fully felt for the assessment of the suitability of primary school principals in a native and model-driven manner. Given the importance of the subject, the aim of research is to achieve indigenous pattern evaluation competency training managers is that the utility of educational goals, plans and programs that have goals realize, outputs, and ultimately outcomes of the programs implemented measure. In the model presented, personality characteristics, credibility, service, accountability, attitude and insight, professional knowledge, behavioral skills, ethics are included in the model at the same time, which is a very good model for integrating all aspects of the function of an educational manager. The purpose of this research is to achieve a native model of merit assessment of educational managers that can measure the desirability of educational objectives, plans and programs that need to achieve goals, outsourcing, and the performance of the program and, ultimately, the impact of implemented programs. According to these conditions, the main objectives of the present research are as follows: Identifying, weighing and determining the main criteria of merit-based assessment of primary school principals; Providing a native-based conceptual model of competency-based modeling for primary school principals; Assessing and fitting the proposed model for managers elementary schools with expert opinions. This research consists of two parts: designing a pattern and determining the desirability of the pattern. In the design section of the template, an interpretation method or a theoretical analysis was used to achieve the facts and information. In the second part, the desirability of the proposed model was examined through field studies (land-survey) and Delphi technique. The research method is exploratory (qualitative-quantitative). To this end, a questionnaire was prepared by conducting a qualitative interview and obtaining expert opinion from experts and managers in the field of education in the whole country. The validity and reliability of the questionnaire was confirmed. Participants included two groups: primary school principals from Semnan province and education specialists in the field of educational management (faculty members and Ph.D. students), totally 273 people. An organized interview form was arranged, in which the template, dimensions, components, and competency model indicators were adjusted. The form was sent to 40 field experts. The data were analyzed using a continuous comparative analysis using the Strauss and Corbin (1998) method. Data coding was performed over three stages of open, axial, and selective coding. After the first interview was completed, its coding started. At this stage, each component of the interview was attributed to the code containing the points related to the research question (open coding). The codes obtained from each question, labeled the number of the interview, were placed under the same question, and then these codes were compared with other codes with the text of the interviews, and similar codes were put together and formed the classes (coding Axial) Then, the same codes were put together and underneath a more abstract concept, which included everything, in which the main classes and subclasses were identified (selective coding). A total of 140 open source, 23 core categories and 4 selective categories were obtained. Data analysis was performed according to the nature of the research in two ways: qualitative (interpretive) and quantitative (statistical) and using t-test with two independent groups. According to the opinions of the two groups, the ethical criterion was more important than the other criteria in the role of an administrator in the elementary school. The personality criterion is ranked second with a very low difference. The task component is ranked third and finally the skill benchmark. Another noteworthy difference is the difference in the scores of different criteria with one another. It can be deduced from the coefficient of variation that, although both groups have very close opinions, the solidarity of the opinions of the group of experts is higher than that of the managers, considering that the coefficient of change of specialists in three cases is less than 2 / 0 and the coefficient of change of administrators is all above the 0.2 can be understood. According to the results, the weight of moral standards is higher and then the criteria of personality, duties and skills are in the next positions. Be a pattern relatively efficient means for calculating the competence of elementary school principals that necessarily includes four standard of ethics, character, tasks and skills offered in the weighting of ethics and character of the tasks and skills more, but no doubt all four criteria They must have a strong presence alongside each other. According to the results of detailed analysis of the questions can provide the optimal model questions will be selected in two groups of professionals and managers Comments fairly coordinated. But as a conceptual model might be better for all questions with regard to the importance of maintaining and, finally, evaluation and the director has not exceeded the limits and the opinions are relative and similar. The four competency components identified in this model can be considered as criteria and indicators for assessing primary school principals in their performance evaluation steps. According to this model, it is possible to select a number of components that are acquired and managers have fewer privileges, and by holding in-service training workshops to strengthen these components. The competencies that have earned higher points in this model will be communicated to primary school principals and their impact on these competencies and kept up to date with managers in meetings and meetings.