Designing a Performance Appraisal Model for High School Principals in Tehran with the use of Fuzzy Logic Method

This study was conducted to design a performance evaluation model for high school principals of Tehran using fuzzy logic.

In this applied research, the mixed approach method with two statistical populations has been executed. In the qualitative section, 20 experts, and in the quantitative section, for the purpose of selecting districts and schools in the city of Tehran, 5 districts (2, 3, 4, 3, 6 and 12) were selected. The statistical population is consisted of 150 individuals from the Tehran Ministry of Education and school principals, teachers and parent associations of the districts, estimated from the entire population census. The data collection tools in the qualitative part were semi-structured interviews for determining the components and indicators using Pseudo fuzzy and quasi TOPSIS-fuzzy methods. In the quantitative part, the mentioned components and indicators were utilized to design a questionnaire. With the implementation of Multi Source Feedback and Performance Significance Analysis, the performance of principals was assessed.

Exploited from books, 97 indicators in the form of 5 main components were identified and with the approval of experts, 26 final indicators were confirmed. Next, the weights of the indicators were determined using Best-Worst Method, DEMATEL and Network Analysis Process. For establishing the questionnaire, content and structure validation was used. The content validation was confirmed by the experts and for assessing structure validation, two convergent and divergent validity criteria were created, leading to a variance mean of 0.980, representing high convergence of the structure.

The qualitative results indicate that the components of personality traits and communication skills had the most weight. The quantitative results show that the main indicator of personality traits and communication skills has the highest rank and priorities among the five indicators, while the decision-making skills indicator has achieved the lowest weight and priority.