Abstract:
The purpose of this study was to Validation model for the development of primary school principals in Fars province. The statistical population included all principals of primary schools in Fars province. According to the Cochran formula, the sample size was 410 people who were selected using cluster random sampling. data was collected using a researcher-made questionnaire, To confirm the validity of the questionnaire, content and constructs validity were used. The reliability of the questionnaire using Cronbach's alpha (0. 96) and combined reliability. The final questionnaire with a total of 56 items was distributed among the participants. Confirmatory factor analysis was used to test the conceptual model and data were analyzed using SPSS and PLS software. According to the goodness-of-fit indexes, the research model had a good fit to the data and its validity was confirmed in the statistical population Also, structural model analysis showed that the relationship between 23 variables was significant and the relationship between 7 variables was not significant.
Machine summary:
Wright, & Costab (2016) research findings suggest that better ways to present development plans, rethink the concept of leadership and school management, identify the needs of principals' development, and pay more attention to education and learning should be on the agenda.
Data analysis in three stages, open coding, theoretical coding, and selective coding indicates the 16 categories of the paper results in a paradigmatic model including causal conditions (the need for continuous improvement, fundamental changes in knowledge and information, issues financial and welfare), the main phenomenon (Collaborative development program), strategies (development centers in the departments of education, administrative procedures direct and indirect), context (the Open and supportive climate, corporate culture, new technologies), Intervening conditions (regulations facilitator, teacher competence) and outcomes (personal and professional development of administrators, student achievement, school development as a learning organization and development citizenship education) have been analyzed.
Kimber (2013) strengthening managers' capacity and increasing self-confidence to accept responsibility, Cardno & Youngs (2013) learning personal and professional skills, Naicker & Naidoo (2014) learning leadership skills, teamwork, social communication and improving corporate leadership skills, Ariratanaa & Ngangc (2014) leadership skills, communication skills, communication skills, ability to use technologies, assess and monitor performance of teachers and teaching strategies, teamwork improvement, healthy interpersonal communication, Ng & Szeto (2015) create opportunities for professional development, improving leadership skills, executive skills in management human dimension, financial management skills and dealing with legal issues, Wright and Costab (2016) rethinking the school and leadership concept of school and Miller et al (2016) Improving balanced leadership is seen as one of the consequences of implementing development programs, which is in line with research findings.