Competence Models as Determinants for Shaping Educational Content for Managers and Employees in the Education Sector.

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Bibliographic Details
Title:	Competence Models as Determinants for Shaping Educational Content for Managers and Employees in the Education Sector.
Authors:	Kubičková, Miroslava¹ miroslava.kubickova@ku.sk, Ďurajdová, Ľubica² lubica.durajdova@ku.sk, Gončárová, Zuzana¹ zuzana.goncarova@ku.sk, Vrábliková, Mária¹ maria.vrablikova@ku.sk, Droppa, Milan¹
Source:	International Journal of Instruction. Oct2025, Vol. 18 Issue 4, p441-458. 18p.
Subject Terms:	Course content (Education), Business & education, *Career development, Gender differences (Sociology), Talent management, Middle managers
Geographic Terms:	Slovakia
Abstract:	This study explores the role of competence models in determining the focus and content of education for managers and employees within the education sector. Based on a sample of 436 respondents in Slovakia, data were collected using a self-developed questionnaire. The study applied statistical methods to assess differences in the perception of managerial competencies based on gender, position, and work experience. Findings indicate that gender influences perceptions of technical, project, and innovative competencies, while managerial level and experience showed no significant differences. The results inform recommendations for integrating competence-based approaches into professional development programs, with specific emphasis on coaching, creativity development, and personal typology analysis using tools like the Wealth Dynamics model. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study explores the role of competence models in determining the focus and content of education for managers and employees within the education sector. Based on a sample of 436 respondents in Slovakia, data were collected using a self-developed questionnaire. The study applied statistical methods to assess differences in the perception of managerial competencies based on gender, position, and work experience. Findings indicate that gender influences perceptions of technical, project, and innovative competencies, while managerial level and experience showed no significant differences. The results inform recommendations for integrating competence-based approaches into professional development programs, with specific emphasis on coaching, creativity development, and personal typology analysis using tools like the Wealth Dynamics model. [ABSTRACT FROM AUTHOR]
ISSN:	1694609X
DOI:	10.29333/iji.2025.18424a