Managerial competencies of school principals: a continuous improvementmodel in Panama

Abstract

Good educational administration is of fundamental importance for achieving quality education; however, a significant number of principals of general basic education centers, specifically in the primary stage in the Panama Central educational region, show weaknesses in the performance of key administrative competencies, which by default impacts the effectiveness of institutional management.The main purpose of this study was to diagnose the skills and limitations perceived in these principles and identify some associated factors that could influence their performance. To this end, a qualitative-quantitative approach was adopted, under a pragmatic paradigmatic context and exploratory descriptive design. Data collection was carried out using structured questionnaires administered to teachers, supervisors, and school principals, supplemented by interviews and focus groups.The results reveal that school principals are perceived as having mixed and inconsistent performance, with some strengths identified in organizational and coordination skills (83.33% positive) and in the administration of financial and material resources (83.33% adequate management). However, the weakest areas were data-driven decision-making and the implementation of clear organizational methodologies, with positive responses of 50% in both cases. Nevertheless, the weakest areas were data-based decision-making and the implementation of clear organizational methodologies (50% positive responses in both cases). In addition, there is a disconnect in the effectiveness of professional development: 83.33% of directors promote training, but only 50% of supervisorsconsider it effective.In conclusion, there are significant limitations when it comes to applying data-based methodologies, as well as in the effectiveness of initiatives that lead to the professional development of the staff under their supervision.