Identifying the cognitive competencies of elementary school principals

The present research was conducted with the aim of identifying the cognitive competencies of primary school principals. Qualitative approach and Grounded Theory (GT) method were used in this research. The field of research included university professors specializing in cognitive education who were working in the academic year 1400-1401, and 25 people were interviewed in a targeted manner and based on the principle of saturation. A semi-structured interview was used to collect data. The validity of the interviews was checked using the criteria of acceptability, transferability and reliability. Validity of data was done through quality tape recording and documentation, recording, writing and interpreting them, hand writing, blind coding and agreement between expert coders in the field of qualitative research. In order to analyze the qualitative data, Glazeri's interpretive analysis method and open, axial and selective coding process were performed. The cognitive competencies of elementary school managers were identified in 10 categories and 37 concepts. Cognitive action, mental representation, self-awareness and individual development, psychological capital, language and linguistic abilities, neuro cognition of emotions, social cognition, neuro-centered leadership, awareness of neurocognitive sciences and principles, perceptual and mental ability are formed the competence categories.