Identifying and Analyzing the Affecting Factors on Teachers' Main Competencies for Effective Talent Management Case Study: Teachers in Ardabil

Document Type : Original Research

Author

Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

Abstract

The purpose of this study was identifying and analyzing the factors affecting the main competencies of teachers in order to manage the effective talent of a case study: teachers of Ardabil city using a mixed exploratory method (qualitative-quantitative).The statistical population of the research was middle school teachers of Ardabil city and sample teachers of Ardabil city. In the qualitative part, using targeted sampling, 18 sample teachers were interviewed, and 331 people were selected from the population of 2360 people in the quantitative stage in the form of multi-stage and proportional stratified sampling. Thematic analysis (theme) technique was used to analyze the data and the validity of the research findings was ensured by using the methods of review by members, peer review, and the collaborative nature of the research. Also, in order to measure the reliability of the done codings, open-test reliability methods and intra-subject agreement were used. In order to analyze quantitative data, structural equation model with PLS software was used. The findings of the research showed that the competence components of teachers' talent management consist of three categories: competence-selection, suitability for job and employee, and competence-enhancement. Also, according to the findings, the influencing factors on the competence components of teachers' talent management can be classified into two categories: maturity (systemic maturity, managerial maturity) and structure (decentralized structure, policy-making and school-oriented management). did Also, another finding of the research in the next stage showed that organizational maturity and organizational structure have a significant effect on teachers' competence orientation.

Keywords

References

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The Journal of Theory and Practice in Teachers Education
Volume 8, Issue 14
February 2023
Pages 96-73

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History

  • Receive Date: 15 April 2022
  • Revise Date: 17 December 2022
  • Accept Date: 30 January 2023

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