Presenting a Model of Managerial Competencies for Secondary School Principals in Dhi Qar Province, Iraq, Based on Total Quality Management Indicators

Authors

    Ali Farhan Mohammed Alsahlanee Ph.D. Student, Department of Educational Management, Is.C., Islamic Azad University, Isfahan, Iran
    Mahboubeh Sadat Fadavi * Associate Professor, Department of Educational Management, Is.C., Islamic Azad University, Isfahan, Iran MFadavi@iau.ac.ir
    Wisam Nayyef Adnan Alzaidi Assistant Professor, Department of Educational Management, University of Thi Qar, Thi Qar, Iraq.
    Moslem Shojaei Assistant Professor, Islamic Education Department, Farhangian University, Tehran, Iran

Keywords:

Management competencies, Total Quality Management, Employee empowerment, Resource management, Learning process improvement, Stakeholder satisfaction, Innovation in management, Performance evaluation, Total Quality Management challenges

Abstract

The purpose of the present study was to present a model of managerial competencies for secondary school principals in Dhi Qar Province, Iraq, based on Total Quality Management (TQM) indicators. This study was applied in purpose and qualitative in method (thematic analysis). The research population in the qualitative part consisted of experts and specialists in the field of education in Iraq. In the qualitative stage, based on the principle of theoretical saturation, 15 participants were selected through purposive sampling. The research instruments included semi-structured interviews and a review of specialized documents and texts. Content validity in the qualitative section was confirmed by experts. For data analysis, thematic analysis was used through coding of basic themes, organizing themes, and global themes. Findings showed that 84 basic codes were extracted from the interviews, leading to the identification of 7 global codes (employee empowerment, resource management, improvement of the learning process, stakeholder satisfaction, innovation in management, performance evaluation, and challenges of total quality management) and 28 organizing codes. These organizing codes included continuous training, support and counseling, encouragement of innovation, two-way feedback, optimal allocation of resources, cooperation with local organizations, technology in resource management, continuous monitoring and evaluation, modern teaching methods, continuous assessment of learning performance, blended learning, teacher knowledge enhancement, surveys and feedback, consultative meetings, data analysis, communication transparency, educational technologies, reward systems, interdisciplinary programs, innovative communications, composite indicators, analysis of educational data, feedback from regulatory bodies, internal evaluation sessions, resistance to change, financial resource limitations, quality culture, and flexible planning. These elements were identified as the central components of managerial competencies of school principals based on TQM indicators. Total Quality Management is one of the fundamental strategies for continuous improvement in organizations, including schools and educational institutions. This approach emphasizes the continuous enhancement of processes, increased stakeholder satisfaction, and improved efficiency. However, the implementation of TQM is accompanied by various challenges that may directly affect the ability of principals to manage schools and improve learning processes. Principals who are able to identify and overcome these challenges can achieve better performance in managing educational systems and optimizing learning processes.

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Published

2024-12-20

Submitted

2024-07-08

Revised

2024-10-29

Accepted

2024-11-07

Issue

Section

مقالات

How to Cite

Farhan Mohammed Alsahlanee, A. . ., Fadavi, M. S., Nayyef Adnan Alzaidi, W. . . . ., & Shojaei, M. . (1403). Presenting a Model of Managerial Competencies for Secondary School Principals in Dhi Qar Province, Iraq, Based on Total Quality Management Indicators. Training, Education, and Sustainable Development, 2(3), 1-18. https://journaltesd.com/index.php/tesd/article/view/84

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