Document Type : Original Article
Authors
1
Department of Educational Governance and Human Capital, Ard.C., Islamic Azad University, Ardabil, Iran.
2
Department of Educational Studies and Curriculum Planning, Ard.C, Islamic Azad University, Ardabil, Iran.
3
Department of Educational Governance and Human Capital, Ard.C, Islamic Azad University, Ardabil, Iran
Abstract
Background and Objectives: Nowadays, one of the key success factors for managers in educational organizations is the use of innovative problem-solving skills—grounded in educational innovative thinking—to overcome organizational challenges. This study aimed to identify and prioritize the dimensions of educational innovative thinking competencies for elementary school principals.
Methodology: This study began with a review of the theoretical literature based on the theory of educational innovative thinking. The initially identified competencies and their components formed the basis for designing a questionnaire, which was distributed using the Delphi method among 25 experts in the field of school management (including elementary education experts, university professors of educational management, and experienced elementary school principals). Data analysis was performed using frequency indices, mean, standard deviation, and Kendall's test to measure the level of agreement and consensus.
Findings: From the theoretical literature, 23 organizing themes were extracted in the form of 13 competency components. After two Delphi rounds, two components were eliminated, and finally 11 components were confirmed as the most important educational innovative thinking competencies for principals. These include: individual and personality characteristics, innovative goals, innovative attitude and insight, managerial thinking style, professional skills, developing an innovative culture, collaborative planning, innovative empowerment of staff, strengthening innovative drivers, creating a supportive and motivating environment, and modern interaction with stakeholders.
Conclusion: The extracted model has been validated with relative expert consensus. These competencies can serve as a basis for developing annual evaluation guidelines, as well as for recruiting and retaining innovative principals in elementary schools.
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