Research On The Construction And Application Of The Competence Model Of Primary And Secondary School Principals

The principal is the leader of school reform and development,the soul of the school,and shoulders the mission of the times for the high-quality development of basic education in the new era.The competency model provides a unique standard and perspective for the professional development of primary and secondary school principals,and is a new base for modern human resource management.Primary and secondary school principals with good competency are the key elements to achieve high-quality development of basic education.The development status and level of basic education in Yunnan represents to some extent the development status and level of most of the western regions.For Yunnan,a typical representative province in the western region,how to implement the "10,000 Principals Training Program" in Yunnan Province,which is a model for the western region For Yunnan,which is a typical representative province in the western region,how to implement the "Ten Thousand Principals Training Program" in Yunnan Province,which is a model for the western region,and build a model for the professional development of primary and secondary school principals in Yunnan Province with theoretical reference value and practical guidance value is a topic that needs to be studied urgently.The concept of competency was first proposed by Professor Mc Clelland of Harvard University in 1973,and it is the potential traits and outward behavioral characteristics of individuals that distinguish high performers from average performers.Based on the competency theory,this paper combines the theoretical and practical results of professional development research of primary and secondary school principals in China,and uses literature analysis,comparative research,meta-analysis,questionnaire survey,quantitative analysis,and 360-degree feedback method to explore the key competency characteristics that support the excellent performance of primary and secondary school principals,construct a competency model of primary and secondary school principals,and develop a competency model based on the competency model.We develop a competency measurement tool for primary and secondary school principals based on the competency model,investigate and study the current situation of competency of primary and secondary school principals in Yunnan Province,and propose targeted and instructive countermeasures and suggestions to improve the competency of primary and secondary school principals.Firstly,through literature mining and meta-analysis research,we categorized and extracted the competency elements of principal competency in primary and secondary schools in China from the literature data of domestic and foreign research results,and identified and sorted out the competency elements,integrated the competency characteristics with the same or similar conceptual definitions,and formed the resultant literature data consisting of 34 competency elements;on this basis,through large-sample questionnaire measurement,360-degree feedback technique,a model of principal competency hypothesis consisting of 18 competency characteristics in primary and secondary schools was established.Second,based on statistical principles,the participants of the "10,000 Principals Training Program" in Yunnan Province and the principals of primary and secondary schools in Yunnan Province were used as the subjects of the study,and through four rounds of pretests and three rounds of large sample tests,a validation factor analysis was conducted to test the reliability and validity of the 18 competency characteristics constituting the hypothesis model,and the hypothesis model was revised.The model was validated by using the performance evaluation of the principals of primary and secondary schools under the jurisdiction of the education and sports bureaus in Yunnan Province as a criterion to verify the correctness and validity of the constructed model.The results showed that,except for "achievement orientation"which did not differ significantly among the three groups of high,medium,and low performance,the other dimensions and total scores of the competency model differed significantly among the principals in the three groups of high,medium,and low performance,and "fairness and impartiality","service spirit","professionalism",and"professionalism," "communication and coordination," "planning and building,""decision making and innovation," and "Therefore,the seven primary competency characteristics(13 secondary competency characteristics)constitute the competency model for elementary and secondary school principals.Thirdly,using the constructed competency model for primary and secondary school principals,we measured the current competency of primary and secondary school principals in Yunnan Province in two dimensions: self-assessment and other assessment.Through reliability and validity tests,comparison of demographic variables and analysis of potential profile models,the study found that principals’ competency levels in Yunnan primary and secondary schools tended to be good in general,and principals’ competencies in "service spirit","fairness and justice","leadership and responsibility",and "leadership and responsibility" were good,The study found that principals have higher levels of competence in four areas: "service spirit," "fairness and justice," "leadership and responsibility," and "decision making and innovation";principals in urban primary and secondary schools have higher levels of competence than principals in rural schools;principals with more than 10 years of service have higher levels of competence than principals with 10 years of service or less.This is reflected in the four competency levels of "communication and coordination","planning and construction","decision-making and innovation",and"leadership and responsibility"."The four levels of competency are higher than those principals with 10 years of service or less.Finally,in response to the current problems of the competency of principals in primary and secondary schools in the areas of "achievement orientation","professionalism","planning and construction","communication and coordination",etc.,we propose that,based on the new requirements of principals’ competency in the context of the development of the new era,the competency of principals can be optimized through management empowerment,continuous professional empowerment,school-specific culture,and social resource integration."Based on the new requirements for principals’ competency in the new era,we propose from the perspective of competency theory that the competency of principals in primary and secondary schools can be improved in terms of institutional guarantee,individual internal drive,incentives and external support through management optimization and empowerment,continuous professional empowerment,school characteristic culture and social resource integration.