One of the effective organs in implementing economic, social and cultural development policies in each country is the Ministry of Education, which trains specialized and experienced manpower as the basis for the comprehensive development of countries, production of knowledge and research knowledge, and the provision of specialized services by universities and higher education centers. Accordingly, it facilitates sharing knowledge and identifying factors affecting it in the education organization, especially among employees who are the most important elements in any organization. Because it can create an atmosphere full of trust and interaction, the employees can share their knowledge and experiences with each other; hence, it can be an important strength for the education organization as well as society. In this regard, the present study aimed to identify the factors affecting the knowledge sharing model in individual, organizational, environmental, and extra-environmental dimensions among educational staff. The study revealed that the main individual dimension includes enjoyment of knowledge sharing, organizational commitment, specific organizational knowledge, trust, motivation, value of knowledge, and individual and group interactions. Organizational dimension also encompasses organizational culture, documentation development, in-house planning and organizational rewards. The environmental dimension includes technical knowledge, information technology context, knowledge memory upgrading, and economic and social factors. The trans-environmental dimension consists of political and legal factors and international interactions. This descriptive-analytical research used a library technique.

Technological dimension consists of information literacy, application of new technologies in teaching, the use of information and communication technology, and the ability to work in a virtual environment. Educational-research dimension addresses research orientation, applied scientific research, familiarity with teaching methods and techniques, and incentives for employees to teach effectively. This descriptive-analytical study adopted a library technique.

The main purpose of this study was to design a model of strategic competencies of education managers in Lorestan province. Methodology: The present study was applied in terms of purpose and combined (qualitative / quantitative) in terms of implementation. The qualitative statistical population was 17 experts familiar with the subject of research who were selected by purposive sampling method and the statistical population was the quantitative section of all heads, deputies and managers of different education districts in 2019-20. Categories were selected. The research instrument was a researcher-made questionnaire whose validity was obtained from the perspective of professors and reliability was obtained by Cronbach's alpha test (0.92). Delphi method with Kendall coefficient was used to analyze the data and confirmatory factor analysis and structural equations in Spss and PLs Smart software were used for model validity and fit (p <0.001). Findings: Data analysis showed that concerning significance of the model aspects, management was prioritized as factor loading (.98), organizational loading (.93), and individual loading (.90) (P<0/001). Based on t amounts, the significance of factor loadings (route coefficients) of the relationships among the components and strategic competencies aspects was above 2.57 which suggested that factor loadings of all components related to the "individual", "management", and "organizational" aspects were meaningful in the level of error α =0.01 (P<0.001, t>2.57). Finally, the suggested model of strategic competencies of directors of education department was 0.61 based on Goodness of Fit (GOF) standard, which was more than 0.35. Conclusion:Based on the present findings, the indigenous model of strategic competencies of managers in the education system can be considered significant.