طراحی مدل فرآیند توسعه حرفه‌ای مدیران در مدارس شهرستان بندرعباس با رویکرد تحلیل ترکیبی

ابراهیم  حاتمی گوربندی; سمیره عابدینی; کلثوم  نامی

Authors

Ebrahim Hatami Goorbandi Department of Educational Governance and Human Capital, BA.C., Islamic Azad University, Bandar Abbas, Iran. Author
Samireh Abedini Department of Medical Education,School of Medicine, Hormozgan University of Medical Sciences, Bandar Abbas, Iran. Author
Kolsum Nami Department of Educational Governance and Human Capital, BA.C., Islamic Azad University, Bandar Abbas, Iran. Author

Keywords:

Professional Development, School Principals, Bandar Abbas County

Abstract

This study aimed to design and validate a professional development process model for school principals in Bandar Abbas and to determine the dimensions and components contributing to its implementation. This applied study employed an exploratory sequential mixed-methods design integrating qualitative and quantitative phases. In the qualitative phase, 16 participants, including educational management faculty members from Hormozgan University and Islamic Azad University in Bandar Abbas as well as school principals, were purposively selected and interviewed using semi-structured interviews until theoretical saturation was achieved. The qualitative data were analyzed using Braun and Clarke’s thematic analysis approach. In the quantitative phase, the required sample was estimated at 240 participants using the Morgan table from the population of elementary, lower-secondary, and upper-secondary school principals in Bandar Abbas during the 2024–2025 academic year. Following questionnaire administration, 237 valid questionnaires obtained through stratified random sampling were included in the analysis. Data were collected using a researcher-developed 171-item questionnaire rated on a five-point Likert scale. Reliability was examined using Cronbach’s alpha and composite reliability, while convergent and discriminant validity were evaluated for the measurement model. Quantitative analyses were conducted using SPSS and SmartPLS through factor analysis and structural equation modeling. Inferential analyses demonstrated adequate sampling suitability for factor analysis (KMO=0.857; χ²=6968.888; df=2533; p<0.001). Reliability analyses and assessments of convergent and discriminant validity supported the adequacy of the measurement model. The coefficient of determination was R²=0.811, indicating substantial explanatory power, and the hypothesized relationships among the model constructs were supported. The overall model demonstrated an acceptable-to-good fit, with χ²/df=1.62, RMSEA=0.06, RMR=0.023, NFI=0.91, NNFI=0.95, CFI=0.96, IFI=0.96, RFI=0.88, GFI=0.96, and AGFI=0.93. The proposed model demonstrated satisfactory validity, reliability, and model fit, indicating that school principals’ professional development should be addressed through an integrated multidimensional framework incorporating organizational, individual, and environmental factors. The model can therefore provide an evidence-based framework for educational policy-making, managerial training, professional capacity building, and the continuous development of school principals.

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