الگوی بالندگی حرفه‌ای مدیران مدارس ابتدایی شهر تهران

شکوفه یاریجانی; محمد حسن  پرداختچی; احمدرضا  سنجری; اسمعیل  کاوسی

Authors

Shokoofeh Yarijani I. PhD Student, Department of Educational Governance and Human Resources, NT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0003-7149-3623
Mohammadhassan Pardakhtchi II. Professor, Department of Educational Management, Shahid Beheshti University, (Department of Educational Governance and Human Resources), Tehran North Branch Tehran, Iran https://orcid.org/0009-0001-6196-3009
Ahmadreza Sanjary Professor, Department of Industrial Management, Kharazmi University (Visiting Professor, Scientific Group of Educational Governance and Human Resources, North Tehran Branch, Islamic Azad University), Tehran, Iran Author https://orcid.org/0009-0003-2350-8325
Esmaeil Kavousi IV. Department of Educational Governance and Human Resources, NT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0001-7234-5380

Abstract

Background and Aim: The development and empowerment of human resources are considered cornerstones for enhancing the quality of educational systems. This study aimed to present a professional development model for elementary school principals in Tehran.

Methodology: This research is an applied-developmental study utilizing an exploratory mixed-methods (qualitative-quantitative) design. In the qualitative phase, data were collected and analyzed using thematic analysis of semi-structured interviews with 15 academic and educational experts in Tehran. This resulted in a framework comprising eight dimensions, sixteen components, and sixty-four indicators. In the quantitative phase, a questionnaire based on the qualitative findings was designed to validate and test the developed model. The content validity of the questionnaire was confirmed by experts, and its reliability was established with a Cronbach’s alpha coefficient greater than 0.7. The statistical population for the quantitative phase consisted of 1,333 officials, district managers, and elementary school principals. From this population, a sample of 298 participants was selected using purposive sampling. The collected data were analyzed using SmartPLS 3 software and the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique to test the conceptual relationships among the dimensions, components, and indicators of the research model.

Findings: The findings revealed that the professional development model for elementary school principals in Tehran comprises 8 overarching themes, 16 organizing themes, and 64 basic themes. The main overarching themes are: “Personal Development,” “Organizational Learning,” “Human Resource Management,” “Stakeholder Engagement,” “Ethical Development,” “Adaptation to Change,” “Instructional Leadership,” and “Strategic Management.”

Conclusion: The results of this study can enrich the theoretical literature in the fields of educational administration and professional development, while also providing a foundation for enhancing the performance and competencies of elementary school principals.