Developing a Paradigmatic Model of Teachers' Ranking Appraisal using a Data-based Approach

This study aimed to consider the causes and outcomes of teachers’ ranking system in Tehran using Paradigmatic Model. The research method was qualitative and used a data-based approach. Researchers used the snowball technique for purposeful sampling and collected qualitative data through in-depth interviews with 20 experts. Strauss and Corbin's method was used as a paradigmatic model for data analysis. The results of data analysis showed that the causal categories of research include the development of teachers' knowledge competencies and approp riate consequences of ranking. The underlying factor of the model was the strategic management of educa tion. The interfering factors in the proposed model included systematic thinking, flexibility, accep tance of new conditions and lack of resistance to change, attention to training the subordinates as well as establishing proper communication with manag ers, and discriminatory treatment. The outcomes of the model included enhancing teachers' professional development, improving efficiency and performance, increasing the motivation for improved performance and innovativeness, promoting posi tio ns and responsibilities as well as rewarding and inspiring dynamism and liveliness. The strategic category included the development of the career path and teachers' commu nication skills. The pivotal category of the model was ranking based on teachers’ performance appraisal.