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Developing a Competency Model for Educational Innovative Thinking among Elementary School Principals: A Delphi Method Approach
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Zahra Najafi zegir   , Turan Soleimani * , Sadraddin Sattari |
| Ard.C., Islamic Azad University |
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Abstract: (3 Views) |
The present study aimed to identify the competencies of innovative educational thinking among primary school principals and to validate these competencies within the context of primary education. The study employed a qualitative research design using the Classical Delphi method. Initially, a comprehensive review of the theoretical literature, grounded in the theory of innovative educational thinking, was conducted to identify the competency dimensions. Based on these findings, a Delphi questionnaire was developed and distributed among subject-matter experts. The study population comprised experts in school management, including specialists from the Primary Education Department, university faculty members in educational management and leadership, and experienced primary school principals. Data were collected in 2024 from a purposive sample of 25 experts using the Classical Delphi technique.The initial content analysis identified 13 competency dimensions and 23 organizing themes. Subsequently, two rounds of the Delphi process were conducted to determine the most essential competency dimensions. In the first Delphi round, two of the 13 competency dimensions were excluded based on the mean ratings and the Content Validity Index (CVI), resulting in 11 retained dimensions. In the second Delphi round, the remaining dimensions were re-evaluated until a relative consensus and consistency among experts' opinions were achieved. Data analysis, using frequency, mean, standard deviation, and Kendall's coefficient of concordance, yielded a moderate level of agreement among the experts (W = 0.314). The final competency dimensions, ranked by priority, included: principals' personal and personality characteristics, professional skills, innovative attitudes and vision, managerial thinking style, development of an innovative culture, innovative staff empowerment, creation of a supportive and motivating environment, reinforcement of innovation drivers, innovation-oriented school goals, innovative stakeholder engagement, and participatory planning. The findings suggest that this competency framework not only contributes to the professional development of school principals but also has the potential to foster students' innovative competencies and better prepare educational systems to address emerging challenges facing schools. The proposed competency model was validated through the relative consensus of subject-matter experts. These competencies can serve as a foundation for developing annual performance evaluation guidelines as well as recruitment and retention policies for primary school principals.
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| Keywords: competencies, educational innovative thinking, educational managers, elementary schools, Delphi approach |
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Type of Study: Research |
Subject:
managing education in education
Received: 2026/02/9 | Accepted: 2026/05/22
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