Introduction and Objective: In today's fast-paced world, meritocracy by selecting managers based on knowledge, skills, and new competencies is the key to improving educational quality. Identifying models of manager competence is a necessary step for the transformation of the education system. Accordingly, the purpose of this research is to develop models for improving professional competence in managers.
Research Methodology: The present study is a descriptive-analytical library study.
Findings: The study of managerial competency models shows that this concept has evolved from early psychological theories to operational and dynamic models. Contemporary models such as Phillips and Bergquist (with four dimensions of professional competence), Luke et al. (with an emphasis on the continuous learning cycle), Timperley (with a focus on intra-organizational learning), and Stewart and Brown (with a combination of formal education and developmental relationships) all emphasize that the competencies of managers should be multidimensional, flexible, and designed to meet the dynamic needs of educational organizations. These models show that effective professional development of managers requires a combination of specialized knowledge, practical skills, social competencies, and continuous learning mechanisms that are updated in the organizational context and with respect to environmental changes.
Conclusion: Studies show that transformation in educational systems requires the employment of competent managers with a combination of knowledge, skills, and social abilities. Different models of managerial competence emphasize the necessity of flexibility, dynamism, and coordination with changing educational needs. Achieving this requires the establishment of a meritocracy system, continuous learning, and continuous assessment. Overall, the application of these approaches can lead to effective management and fundamental transformation in educational systems.