Presenting a model for empowering the managerial skills of female principals of education schools in Mazandaran province based on the data theory of the foundation

purpose: The aim of this study was to identify the dimensions and components of empowerment of managerial skills of female school principals in the data theory paradigm of the foundation. Methodology: The present study was a mixed qualitative and quantitative method, applied in terms of purpose and descriptive in nature and method. The qualitative statistical population according to the saturation limit consisted of 12 female managers who had postgraduate education and executive experience in Mazandaran province. Semi-structured interviews were used to collect data. The statistical population included a small number of female school principals of all levels of education and female experts and female professional principals of the city and regions of Mazandaran Education Organization. 307 women were selected by cluster sampling method. The data collection tool was a researcher-made questionnaire in the quantitative stage, the dimensions and components of which were obtained in the qualitative stage of the research. Structural equation model test was used to present the model of empowerment of managerial skills of female principals of education schools in Mazandaran province. The software used was Lisrel and Pls software. Result: The results showed that to empower 5 dimensions and 13 components with the titles: individual empowerment with two subcategories (mental and behavioral empowerment), cultural empowerment with two subcategories (belief in womenchr('39')s management and cultural interactions Empowerment of new technological skills with three subcategories (creating the ground for innovation, sense of competence and job development), empowerment of education with three subcategories (pre-work training with specialized knowledge approach) and (short-term training while working with Practical skills approach) and (long-term training with soft skills approach) and empowerment of work in a male environment with categories (competence in meetings and competence in communication) and 58 indicators were identified. Conclusion: The results showed that applying the dimensions and components of empowerment of managerial skills of female principals in schools can improve school productivity in order to fulfill the assigned missions and tasks.