Evaluation of the Professional Competences of Farhangian University Graduates from the Perspective of School Principals

Document Type : Original Article

Authors

1 Department of Educational Sciences, Shahid Madani University of Azerbaijan

2 PhD candidate of Educational Administration, Department of Educational Administration and Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

3 M.A. in Educational Administration, Department of Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

Introduction and Objective: The present study was conducted with the aim of evaluating the professional competencies of graduates of Farhangian University in East Azerbaijan Province from the perspective of school principals.

Methodology: The present study was conducted using a quantitative approach and a descriptive–survey research design. The instrument was the 48-item “Professional Competence of Farhangian University Graduates” questionnaire (Ghasemzadeh Alishahi, Samadi, Hosseinizad Eskandar, 2025).The content validity of the instrument was confirmed by experts, and its reliability was verified using Cronbach’s alpha coefficient. The statistical population consisted of all Farhangian University Graduates in East Azerbaijan Province during the 2024–2025 academic year. Based on the Morgan table and using simple random sampling, 337 participants were selected. Data were analyzed using the one-sample t-test and the Friedman ranking test.

Findings: The results of the one-sample t-test indicated that the mean scores of all dimensions of professional competence of Farhangian University graduates were above the theoretical average (3) and at a desirable level (p < 0/001). Furthermore, the results of the Friedman test revealed a significant difference among the dimensions (χ² = 395/607, p < 0/001); “cultural–social competence” ranked first with a mean rank of 4/22, whereas “innovative–technological competence” ranked lowest with a mean rank of 2/25. The mean scores of the other components were as follows: 'Research-Developmental Competence' (2.50), 'Educational-Pedagogical Competence' (3.90), 'Organizational-Institutional Competence' (4.01), and 'Internal-Value Competence' (4.12).'

Discussion and Conclusion: The findings of this study can be considered by policymakers of the teacher education system .

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Applied Educational Leadership
Volume 7, Issue 3
October 2026

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History

  • Receive Date: 08 April 2026
  • Revise Date: 23 April 2026
  • Accept Date: 24 April 2026

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