Managerial competencies

This research has explained the competence components of the managers of ports and maritime organization of the country by using a mixed research design (qualitative and quantitative). To collect data in the qualitative step, interviews with experts and in the quantitative step, a questionnaire from the qualitative step the research was used. The statistical population of the research was the directors of the Ports and Shipping Organization of the country. In order to select research samples, research data was collected using the snowball method and based on 20 in-depth interviews with experts related to the subject. Brown and Clark's (2006) theme and pattern analysis method was used to analyze the data in the qualitative step and the content validity ratio index (CVR & CVI) was used in the quantitative step. Findings of theme analysis about the competencies of the country's Ports and Maritime Organization managers in 4 main themes, 1- Specialized competencies, 2- Personality competencies, 3- Executive competencies, 4- Managerial competencies, and 25 sub-themes. have been introduced In the quantitative step, the percentage of the appropriateness of open codes for 15 experts is 0.49%, according to the CVR statistics, all competency themes had good content validity from the experts' point of view. The results of this research showed that the managers of the Ports and Maritime Organization of the country, by accepting the issue that success in today's conditions of the maritime transport industry is the use of existing human resources competencies, should pay attention to the improvement of the four competencies of the present research. And have intellectual and far-sighted thoughts in the conditions of crisis and challenges ahead.

Purpose: The continuous improvement of the performance of Sama schools through the effective dimensions and components let to create a competitive advantage for Sama schools. Therefore, the aim of this study was identifying the dimensions and components of continuous improvement of the performance of Sama primary schools. Methodology: This research in terms of purpose and implementation method was applied and qualitative from type of exploratory, respectively. The statistical population of the current study was all the faculty members of the educational management field, Sama staff managers, school principals, teachers and trainers, and students of Sama, which according to the principle of theoretical saturation number of 20 people of them were selected as a sample. The samples of the present study were subjected to a semi-structured interview, which its validity was confirmed by the triangulation method, and its reliability was obtained by the method of agreement coefficient between two coders 0.89, and the data obtained from the interview were analyzed by thematic analysis method in MAXQDA software. Findings: The findings showed that the continuous improvement of the performance of Sama primary schools had 65 concepts, 11 components and 4 dimensions. Its dimensions and components were included educational equipment and facilities (with two components of hardware infrastructure and educational and teaching aids), professional capabilities and skills (with two components of professional skills of teachers and trainers and professional skills of managers), program-oriented (with three components of teaching and learning process, research program and training program) and managerial competencies (with four components of financial resources management, strategic thinking, systematic evaluation and internal and external communication). In the end, the theme network pattern of continuous improvement of the performance of Sama primary schools was designed. Conclusion: According to the results of this study, in order to continuous improvement of the performance of Sama primary schools must use the identified dimensions and components for it and provide the ground for their implementation.