Presenting a Model for the Personal Development Program of Elementary School Education Managers in the Marginal Areas of Tehran Province Counties Based on an Emerging Grounded Theory Approach

Abstract

This study aimed to design and validate a model for the personal development program of elementary school education managers in the marginal areas of Tehran Province counties. This applied qualitative study was conducted using an emerging grounded theory approach. The study population consisted of educational management experts who held doctoral degrees and had scholarly publications, research experience, and practical expertise in educational administration. Participants were selected through purposive, theoretical, and snowball sampling until theoretical saturation was achieved, resulting in the participation of 15 experts. Data were collected through semi-structured interviews. The analysis was conducted through open, axial, and selective coding, along with expert brainstorming sessions. The identified dimensions, components, and indicators were repeatedly reviewed and refined by experts. The credibility and validity of the model were confirmed through triangulated consensus, expert review, and calculation of the content validity ratio. The qualitative analysis resulted in a personal development model consisting of 4 main dimensions, 32 components, and 164 indicators. The final dimensions were specialized, human, perceptual, and leadership competencies. The specialized dimension included diagnostic ability, technological skills, human resource management, and problem-solving skills. The human dimension included effective communication, empathy and emotional intelligence, social intelligence, spiritual intelligence, psychological adaptability, stress management, relationship management, and staff support. The perceptual dimension included systems thinking, strategic thinking, complexity analysis, forecasting ability, foresight, organizational intelligence, and critical thinking. The leadership dimension included educational leadership, distributed leadership, staff development, educational culture building, innovation and change management, justice orientation, learning organization, teaching organization, organizational well-being, developed participation, responsibility, philosophical-mindedness, and futures studies. No quantitative inferential tests were reported; however, expert-based validation confirmed the theoretical fit and content validity of the model. The proposed model indicates that the personal development of elementary school principals in marginalized areas requires an integrated focus on specialized, human, perceptual, and leadership competencies. This model can serve as a practical framework for designing professional development programs, strengthening school leadership, and improving educational quality in underserved school contexts.