The purpose of this study was to design a conceptual model for the professional development of high school principals. This research was a type of qualitative research and the methodology of the grounded theory was the criterion of action in this study. The statistical population consisted of experts and educators in the field of education, education officials and trustees, and faculty members in the field of educational administration, utilize a purposive sampling method and using theoretical saturation criterion, that semi-structured interviews done with 12 people as participants in research. To obtain validity and validity of the data, two methods of reviewing the participants and reviewing non-participant experts were used in the research. With Using the results of studying theoretical fundamentals and the research background and analyzing the content of the interviews, the primary indicators of the development of school principals have been identified and in three stages of open coding, theoretical coding and selective coding significant 18 total categories including: causal Conditions (laws and regulations, budgets and financial resources, managers' need), pivotal phenomenon (participation in codify of professional development programs), strategies (creation of professional development centers in education offices, establish workshops, visiting other schools, studying books and articles, coaching sessions, getting help from Experienced peers), intermediate conditions (personality characteristics of managers, educational policies), background conditions (support of senior management of the organization, Utilize of professional development appropriate methods, establish of training courses for principals) and consequences (development of the school, development of teachers and development of students) has been analyzed.
Presenting a Conceptual Model for Professional Development of High School Principals: Grounded Theory
Journal of School administration, Volume:7 Issue:2, 2019
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