Validation of the Professional Technology Competencies Model for Elementary School Principals
Subject Areas :Marzieh Tahmasebi 1 , Pari Mashayekh 2 , moslem salehi 3
1 -
2 - Assistant Professor, Department of Educational Sciences, Kazerun Branch, Islamic Azad University, Kazerun, Iran
3 - islamic azad university
Keywords: Professional qualifications, technology, primary education managers,
Abstract :
Introduction: The main objective of this study was to validate the model of technological professional qualifications of elementary school principals in Fars province.
Methodology: The method of conducting this research was descriptive survey. The research population in the quantitative part was managers working in primary education in Fars province, which according to the obtained statistics was 3950 people, of which 351 people had to be selected based on the Morgan and Krejsi table. Initially, 6 cities from Fars province were randomly selected using the multi-stage cluster sampling method. The main tool in the quantitative part was a researcher-made questionnaire taken from the qualitative part, the indicators of which were adjusted and compiled under the supervision of the supervisor and consultant, and after assessing the face validity, the content validity was estimated. The content validity of the tool was estimated with the Lawshe coefficient. To measure the reliability of the research tool, Cronbach's alpha was used and it was obtained above. /7.
Findings: In the qualitative part, a model of school principals' technological competence was developed, which consisted of 67 basic themes, 15 organizing themes, and six comprehensive themes. The results of the quantitative part showed that the square of the convergent validity of each construct was greater than the correlation values between other constructs, so the research model was confirmed in terms of divergent validity according to the Fornell and Larker method. Also, the SRMR index was equal to 0.066, which indicates a high fit of the model
Conclusion: It can be concluded that improving the technological competence of school principals can provide the basis for the appropriate use of modern educational technologies for all factors affecting education and those affected by education.
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