Assessment and Evaluation of the Human Resource Self-Leadership Model in the Ministry of Education
Keywords:
self-leadership, self-management, self-regulation, human resources, Ministry of EducationAbstract
Purpose: This study aimed to assess and evaluate the human resource self-leadership model in the Ministry of Education and examine the relationships among its antecedents, components, indicators, and consequences.
Methodology: This applied quantitative study used a descriptive survey design. The statistical population consisted of all directors and deputies of Education Departments in the northwestern provinces of Iran, including East Azerbaijan, West Azerbaijan, Ardabil, and Kurdistan, totaling 277 individuals. Based on Cochran’s formula, 161 participants were selected through stratified random sampling. Data were collected using a researcher-made questionnaire whose face validity was confirmed by experts and whose reliability was assessed using Cronbach’s alpha. Data analysis was conducted using SPSS and PLS3 through the structural equation modeling approach.
Findings: The results of structural equation modeling showed that the antecedents of human resource self-leadership had a positive and significant effect on the components and indicators of self-leadership (β=0.653, T=10.888, p<0.001). The components and indicators of self-leadership also had a positive and significant effect on the consequences of human resource self-leadership (β=0.669, T=13.269, p<0.001). Among the main components, self-regulation (β=0.959, T=136.978), self-management (β=0.935, T=67.335), and self-awareness (β=0.879, T=52.374) demonstrated the strongest explanatory power. Model fit indices confirmed the adequacy of the proposed model, with GOF=0.653 and SRMR=0.004.
Conclusion: The findings indicate that the human resource self-leadership model in the Ministry of Education has acceptable statistical validity, construct validity, and overall model fit. Therefore, it can serve as a reliable framework for measuring, analyzing, and promoting self-leadership behaviors among managers and employees in the educational system. Implementing this model may strengthen self-awareness, self-regulation, self-management, responsibility, creativity, intrinsic motivation, organizational dynamism, and both individual and organizational effectiveness.
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Copyright (c) 2025 Esmail Jani, Jafar Beikzad, Mojtaba Ramezani, Mohammad Ali Mojallal Choubghalou (Author)
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