An Educational Leadership Model for Primary Education in Kerman Province: A Mixed-Methods Approach

Abstract

This study aimed to design and validate an educational leadership model tailored to primary education in Kerman Province. This applied study used an exploratory sequential mixed-methods design. In the qualitative phase, university faculty members and educational management experts constituted the study population, and 12 participants were selected through purposive snowball sampling until theoretical saturation. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding; the model was validated through the Delphi technique and expert consensus. In the quantitative phase, the population included 963 educational managers of primary schools in Kerman Province, from whom 278 were selected based on Morgan’s sample size table. A researcher-made questionnaire derived from the qualitative findings was used, with overall reliability confirmed by Cronbach’s alpha of 0.98. Data were analyzed in LISREL using confirmatory factor analysis. Confirmatory factor analysis supported the six-dimensional structure of the educational leadership model, comprising values, leadership performance, strategic vision, analytical leadership skills, human skills, and technology skills. Factor loadings were statistically significant at the 0.05 level, except for two indicators within the motivation component of human skills. The final structural model showed satisfactory fit to the empirical data: χ²/df = 2.89, RMSEA = 0.063, IFI = 0.96, CFI = 0.95, RFI = 0.94, GFI = 0.93, and AGFI = 0.91. These indices supported the statistical adequacy and construct validity of the proposed model. The proposed model demonstrated acceptable statistical validity and goodness of fit for explaining educational leadership in primary schools in Kerman Province and may provide a context-sensitive framework for selecting, evaluating, empowering, and professionally developing primary school leaders while improving educational leadership quality.