How Can Core Competencies of School Principals Be Leveraged to Achieve Outstanding School Performance?
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| Title: | How Can Core Competencies of School Principals Be Leveraged to Achieve Outstanding School Performance? |
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| Language: | English |
| Authors: | Nesreen S. M. Salah El-Din (ORCID |
| Source: | Educational Process: International Journal. Article e2025220 2025 16. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Principals, Competence, Academic Achievement, Crisis Management, Program Implementation, Administrator Role, Foreign Countries, Teacher Competencies, Faculty Development, Extracurricular Activities |
| Geographic Terms: | Oman |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/Purpose: This study explores the role of core competencies in enhancing school performance in Omani schools. Despite their significance, core competencies have not been officially recognized within the Omani educational system. The research aims to assess how these competencies utilized in school management and their impact on addressing daily challenges and emergencies. It also highlights the need for a structured framework to systematically apply core competencies in schools. Materials/Methods: The study employed a qualitative research approach, collecting data through interviews with 45 school principals, conducted either directly or via Zoom. Data analysis was performed using MAXQDA software during the 2024-2025 academic year. Results: Findings revealed that core competencies play a crucial role in improving school performance, particularly in crisis management and the implementation of urgent programs. However, their use remains informal mainly and non-strategic. The study identified a lack of an official definition and structured framework for utilizing core competencies, leading to inconsistent application across schools. Conclusion: The study underscores the importance of establishing a conceptual and administrative framework to document and systematically apply core competencies in schools. It recommends developing standardized tools for diagnosing and documenting competencies, fostering a culture of institutional achievement documentation, and conducting further research on the impact of core competencies on student academic performance. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483523 |
| Database: | ERIC |
| Abstract: | Background/Purpose: This study explores the role of core competencies in enhancing school performance in Omani schools. Despite their significance, core competencies have not been officially recognized within the Omani educational system. The research aims to assess how these competencies utilized in school management and their impact on addressing daily challenges and emergencies. It also highlights the need for a structured framework to systematically apply core competencies in schools. Materials/Methods: The study employed a qualitative research approach, collecting data through interviews with 45 school principals, conducted either directly or via Zoom. Data analysis was performed using MAXQDA software during the 2024-2025 academic year. Results: Findings revealed that core competencies play a crucial role in improving school performance, particularly in crisis management and the implementation of urgent programs. However, their use remains informal mainly and non-strategic. The study identified a lack of an official definition and structured framework for utilizing core competencies, leading to inconsistent application across schools. Conclusion: The study underscores the importance of establishing a conceptual and administrative framework to document and systematically apply core competencies in schools. It recommends developing standardized tools for diagnosing and documenting competencies, fostering a culture of institutional achievement documentation, and conducting further research on the impact of core competencies on student academic performance. |
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| ISSN: | 2147-0901 2564-8020 |
