Document Type : Original Article
Authors
1
Ph.D. Student, Assessment and measurement department, Allameh Tabatabai. Tehran, Iran
2
Professor, Assessment and measurement department, Allameh Tabataba'i University, Tehran, Iran
3
associate professor, Educational Planning and Management, Allameh Tabataba'i University, Tehran, Iran
4
associate professor, Assessment and measurement department, Allameh Tabataba'i University, Tehran,
5
associate professor, Assessment and measurement department, Allameh Tabataba'i University, Tehran, Iran
10.30510/psi.2022.303275.2254
Abstract
The main goal of this study is to construct and analyze the Factor structure of the designed questionnaire to assess the general competency of the professional higher education managers (based on the approval of the Supreme Administrative Council). The statistical population of the study includes all managers in managerial positions at the basic level, . The sample size is estimated according to the studied objectives such as measurement model test and structural model test for 300 test group. To select the samples, several higher education centers in Tehran are randomly selected and then by referring to these centers, random sampling to is carried out. The data is used to describe the parameters and calibrate the questions using descriptive statistics, Spearman correlation, confirmatory factor analysis and various methods of item response theory. The results of confirmatory factor analysis reveal that the data fit well with the hypothesized model (9 competencies). The correlation range between different factors (competencies) is between 0.32 (between responsibility -communication skills) and 0.75 (between commitment and organizational belonging - effort and hard work). In the question theory method, the presumed unidimensionality assumption is established by the parallel analysis method for all questionnaire factors. The likelihood ratio test shows that for all factors, the generalized partial score model fits the data better. Cronbach's alpha coefficient ranged from 0.69 (organizational commitment and affiliation) to 0.82 (goal orientation and performance guidance). The findings demonstrate that this questionnaire can be used to assess the general competence of basic managers in higher education.
Keywords
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