Professional Competencies of Educational Directors (in Persian)

This article tries to study the professional competencies among the directors of educational departments from the viewpoints of the professors and directors of educational departments in Islamic Azad University – Central Tehran Branch. To this end, the theoretical fundamentals and the related literature are reviewed through library studies. Later, considering the findings, a collection of factors and sub-factors pertaining to the professional competencies of the directors of educational departments are extracted and enumerated in the framework of 7 factors and 52 sub-factors of competency. The statistical population of the research includes all 2200 professors and 50 directors of educational departments in Islamic Azad University – Central Tehran Branch. A sample of 327 professors and all 50 educational directors were selected according to Morgan sample size determination table. However, a questionnaire consisting 7 factors of competency in addition to 52 behaviors indicating competency was devised to gather the information, whose reliability was calculated to be 99.08 via Cronbach alpha coefficient. The resulted data were analyzed through descriptive and inferential statistical methods. As far as the descriptive part was concerned, the average, average standard deviation, variance and standardized deviate of scores were calculated and as for the inferential statistics, T-test for independent groups were used so as to study and compare the differences between the points of view belonging to the professors and the directors of educational departments concerning the factors and sub-factors of professional competency. The results of the data analysis demonstrated that the directors of educational departments in average believed the managerial competencies to be the highest while they deemed the political ones as the lowest. Meanwhile, the average highest and lowest competencies in the mind of the professors respectively went for the character-related competencies and political competencies. Moreover, having reviewed the results of the independent T-test, it could be claimed that there was a significant difference between the opinions of both groups, i.e. professors and educational directors, on the factors and sub-factors of professional competencies.