Designing a professional development model for teachers to play a leadership role in primary schools

The purpose of this study was to design a teacher professional development model to play a leadership role in primary schools. The research population consisted of all university experts, school principals, and teachers of Guilān province. Using a purposeful sampling method of snowball type, 12 university experts, school principals, and teachers wereselected and semi-structured interviews were conducted with them. After the interviews, their transcripts were analyzed using the thematic analysis technique. In this research, the credibility of the findings was checked through accurate and regular description of the processes of data coding and analysis, and their written and visual representations. Also, the Delphi technique was used to validate the research model, and a binomial test was used to analyze the results. The results of the qualitative section of this study showed that in order to avoid wasting the teachers' energy and capital, they are expected to improve their abilities in the four personality dimensions: Management ability (with 6 components),developmental perspective (4 components), collaboration (5 components), and impact and influence (10 components). Also, the schools are expected to make efforts on teachers' professional growth and development (four components). In addition, the results of the validation of the research model showed the sufficient validity of this model. In contrast, the two components of "creating a critical environment" and "playing the role of mentor" did not have enough validity.