شناسایی شایستگی‌های شناختی مدیران مدارس ابتدایی

مقدمه: پژوهش حاضر با هدف شناسایی شایستگی ‌های شناختی مدیران مدارس دوره ابتدائی انجام شد. روش کار: در این پژوهش از رویکرد کیفی و روش نظریه برخاسته از داده‌ ها استفاده شد. میدان پژوهش شامل اساتید دانشگاهی متخصص در زمینه آموزش و پرورش شناختی بود که در سال تحصیلی 1401-1400 مشغول به کار بودند که به صورت هدفمند و بر اساس اصل اشباع نظری با 25 نفر مصاحبه شد. جهت گردآوری داده ‌ها از مصاحبه نیمه ‌ساختارمند استفاده شد. صحت مصاحبه ‌ها با استفاده از ملاک قابل قبول بودن، انتقال ‌پذیری و قابلیت اطمینان بررسی شد. اعتبارپذیری داده ‌ها از طریق ضبط نوار با کیفیت و مستندسازی، ثبت، نوشتن و تفسیر آنها، دست‌ نویس کردن آن، کدگذاری کور و توافق میان کدگذاران متخصص در زمینه پژوهش ‌های کیفی انجام شد. به منظور تحلیل داده ‌های کیفی از روش تحلیل تفسیری glazeri و فرآیند کدگذاری باز، انتخابی و نظری انجام شد. یافته‌ ها: شایستگی ‌های شناختی مدیران دوره ابتدائی در 10 مقوله و 37 مفهوم شناسایی شدند. کنش ‌شناختی، بازنمایی ذهنی، خودآگاهی و توسعه فردی، سرمایه روان ‌شناختی، توانمندی ‌های زبانی و زبان ‌شناختی، عصب ‌شناختی احساسات، شناخت اجتماعی، رهبری عصب محور، آگاهی از علوم و اصول عصب ‌شناختی، توانایی ادراکی و ذهنی مقوله ‌های شایستگی را تشکیل دادند.نتیجه‌ گیری: بیشتر مقوله ‌های شناسایی شده با نتایج پژوهش ‌های پیشین در مدیریت هم‌خوانی دارد و مدیران آموزشی برای بهبود عملکرد خود در فضای آموزشی جهان امروز، باید در راستای این شایستگی ‌ها اقدامات لازم را اعمال نمایند.

identifying the cognitive competencies of elementary school principals

introductionin recent years, schools have faced new and diverse challenges that emphasize the need for changes in management methods (1). despite numerous attempts to enhance education management, issues persist in the selection process of managers. these problems require thorough analysis, and appropriate solutions must be identified and implemented. one of the essentialaxes of rethinking in the field of organizational leadership is paying attention to cognitive science. cognitive competence refers to a set of general and independent cognitive activities such as the knowledge and skills of goal setting, planning, analysis, reflection, self-esteem, quality, and the ability of a person to understand and respond. it seems to raise individual and social needs (4). paying attention to the cognitive skills of educational managers providesa competitive advantage in the organization,a better and deeper understanding of the functions of the brain,a better understanding of human activities in the field of management and leadership, and better facing challenges.environmental factors (14), include increasing flexibility, the ability to show appropriate reactions to changing environmental conditions, and adapting to the environment (6). since knowing how the brain works gives new managerial opportunities for strategic development and understanding global and individual characteristics (18), educational leaders and managers must benefit from cognitive skills, and it can be promising—goodthings in the future of education and leadership and management.methods qualitative and theoretical methods were used in this research. the field of research included university professors specializing in cognitive education who were working in the academic year 2021-2022, and 25 people were interviewed in a targeted manner and based on the principle of saturation. a semi-structured interview was used to collect data. the interviewees in this research were selected purposefully and theoretically because we are purposefully looking for those people who have the most information about cognitive skills (19). data collection will continue until the analysis process reaches complete theoretical saturation. data saturation or theoretical saturation is an approach used in qualitative research to determine adequacy (20). semi-structured and in-depth interview methods are used to cover the various dimensions of the investigated phenomenon. acceptability, transferability, and reliability criteria were used to evaluate the validity of qualitative data. the selection was made with the maximum diversity of cognitive education professionals to ensure acceptance. in addition, the codes prepared from the interviews will be provided to the participants for confirmation. the steps of the research implementation, the environment, and the context of the implementation were fully explained to the readers to ensure transferability. in order to provide the reliability criterion, the process of conducting the study was provided to the experts. in qualitative research, reliability often refers to the stability of the responses of multiple coders to the data set (21). in this research, while guiding the flow of the interview, asking the same questions for different interviewees and guiding the organized recording, writing, and interpretation of data. documenting and recording the interviews were also done to maintain reliability. in order to analyze the data of the qualitative section and the interviews, glazeri’s interpretative analysis method and the process of open, central, and selective coding were carried out.resultsbased on the results of the data analysis, the cognitive competencies of elementary managers were identified in ten categories and 37 concepts. cognitive action, mental representation, self-awareness and individual development, psychological capital, language and linguistic abilities, neurocognition of emotions, social cognition, neuro-centered leadership, awareness of neurocognitive sciences and principles, and perceptual and mental ability are formed into the competence categories. the first category includes four concepts: innovation and creativity, cognitive flexibility, planning and goal setting, and changeability and evolution. the second category includes three concepts: decision-making, problem-solving, active memory, and attention. the third category includes three concepts: physiological awareness, mindfulness, and self-development. the fourth category includes three concepts:  resilience, hope, and mental well-being. the fifth category of linguistic and linguistic abilities includes three concepts: verbal ability and effective listening, non-verbal ability (body language), and meaningful ability. the sixth category includes three concepts: understanding, controlling, managing and regulating emotions and feelings, and managing stress and motivation. the seventh category of social cognition includes four components: social perceptions, social capital, cultural perceptions, and economic perceptions. the eighth category of neuro-oriented leadership includes five components: coaching and cognitive knowledge management,