Designing Conceptual Model of Principals Development in Elementary School of Fars province

Development of school principals and the implementation of related programs is one of the important tools in changing and transforming the education system and it directly and indirectly leads to raise productivity and developing manpower in society. The purpose of this study was designing a Conceptual Model for Development of school principals in Fars province. This study was a qualitative study using grounded theory and strategy-based. In this regard, purposeful approach was used and the theoretical saturation criterion, semi-structured interviews with 21 people from elementary school principals Fars province was applied. To obtain reliability and validity of the data, two methods of review participants and review of Experts non-participants in the study were used. Data analysis in three stages, open coding, theoretical coding, and selective coding indicates the 16 categories of the paper results in a paradigmatic model including causal conditions (the need for continuous improvement, fundamental changes in knowledge and information, issues financial and welfare), the main phenomenon (Collaborative development program), strategies (development centers in the departments of education, administrative procedures direct and indirect), context (the Open and supportive climate, corporate culture, new technologies), Intervening conditions (regulations facilitator, teacher competence) and outcomes (personal and professional development of administrators, student achievement, school development as a learning organization and training of creative and empowered citizens) have been analyzed.