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Research On Competence Model And Its Relationship With Performance Of Elementary And Secondary School Principals

Posted on:2009-09-08Degree:DoctorType:Dissertation
Country:ChinaCandidate:F WangFull Text:PDF
GTID:1117360245476917Subject:Development and educational psychology
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This dissertation tried to establish competence model and also explore its relationship with performance of elementary and secondary school principals,with the use of qualitative and quantitative research methods,such as Critical Incidents Technique,job analysis,Focus-group interview and psychological measurement.The following conclusions were presented:(1)The performance of elementary and secondary school principals was a two-dimensional construct including task performance and contextual performance;Not only judgemental measurement criteria,but also nonjudgemental measurement criteria should be used in performance appraisal.(2)The constructed competence model of elementary and secondary school principals was a multi-dimensional construct including five factors which are team leadership and management, learning and cognitive ability,moral influence,achievement characteristics,personal traits.(3)The competence model had significant effects on performance:①team leadership and management had significant effects both on task performance and contextual performance;②learning and cognitive ability had significant effects on task performance;③moral influence had significant effects both on task performance and contextual performance;④achievement characteristics had significant effects on task performance;⑤personal traits had significant effects on contextual performance.(4)Gender,school types,tenure and urban-rural distribution showed no differentiation in the competence.But in some sub-dimension of competence differentiation also existed:①male got more significant scores in achievement characteristics than famale;②elementary school principals got more significant scores in team leadership and management than secondary school principals;③rural principals got more significant scores in moral influence and personal traits than urban principals.Gender,school types,tenure and urban-rural distribution also showed no differentiation in the performance.But in contextual performance,elementary school principals got more significant scores than secondary school principals,and rural principals got more significant scores than urban principalsals.
Keywords/Search Tags:Competence Model, performance, elementary and secondary school principals, Critical Incidents Technique
PDF Full Text Request
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