mashalah azizi

The aim of this study was to identify the dimensions and components of human capital in the Iranian education system in order to provide a model for it. The present study was applied research in terms of purpose and mixed (qualitative/quantitative) research in terms of implementation method. In the qualitative section, the participants included 15 university experts from Zanjan in the academic year 2019-20, selected by purposive sampling. In the next part of the study, the statistical population consisted of 1029 high school principals in Zanjan in the academic year 2019-20. The sample size was determined 292 principals based on Morgan table and was selected by simple random sampling. Data were collected through a questionnaire obtained based on qualitative findings, the validity of which was confirmed by professors and the reliability of which was calculated to be 0.81 through Cronbach's alpha test. To analyze the data in the qualitative part, the researchers used the thematic analysis method, the validity of which was confirmed by experts and the reliability of which was obtained as the coding agreement coefficient (0.86). To analyze the quantitative part, the researchers used content analysis method and confirmatory factor analysis and structural modeling with Amos24 for the quantitative part analysis. The results demonstrated that HC had 5 dimensions and 20 components, namely skill (5 components), knowledge (4 components), ethics (4 components), mental health (4 components) and sociocultural (3 components), as well as 70 indicators (P <0/05). The results of confirmatory factor analysis showed that the measurement models have a good fit.

The aim of this study was to identify the dimensions and components of human capital in the Iranian education system in order to provide a model for it.

The present study was applied research in terms of purpose and mixed (qualitative/quantitative) research in terms of implementation method. In the qualitative part, the participants were 15 academic experts of the related field from Zanjan in 2020, selected via purposive sampling method and interviewed. In the next part of the study, the statistical population consisted of 1029 high school principals in Zanjan in 2020. The sample size was determined 292 principals based on Morgan table and was selected by simple random sampling. Data were collected through a questionnaire obtained based on qualitative findings, the validity of which was confirmed by professors and the reliability of which was calculated to be 0.81 through Cronbachchr('39')s alpha test. To analyze the data in the qualitative part, the researchers used the thematic analysis method, the validity of which was confirmed by experts and the reliability of which was obtained (0.86). To analyze the quantitative part, the researchers used descriptive statistics (mean, standard deviation) in Spss26 as well as inferential statistics structural equations and confirmatory factor analysis with Amos24.

The results demonstrated that HC had 5 dimensions and 20 components, namely skill (5 components), knowledge (4 components), ethics (4 components), mental health (4 components) and sociocultural (3 components), as well as 70 indicators (P <0/05). The results of structural equations also showed that all dimensions had a direct and positive effect on human capital (P <0.05).

Planners and practitioners of the education system can use the results of this research to grow and promote various dimensions of human capital.