Designing a Comprehensive Evaluation Model of Educational Management in Elementary Schools of Lorestan Province: A Mixed-Methods Approach
Keywords:
Evaluation model, Principals, Individual dimension, Organizational dimensionAbstract
The present study was conducted with the aim of designing a comprehensive evaluation model for educational management in elementary schools, with Lorestan Province as the case study. In terms of objectives, this research is applied, and in terms of data type, it follows an exploratory mixed-methods design (qualitative–quantitative). Regarding its nature and type, the qualitative phase adopts a grounded theory approach of the emergent type, while the quantitative phase is cross-sectional and survey-based. The statistical population in the qualitative section consisted of experts in the field of educational sciences, whereas in the quantitative section it included faculty members and principals of elementary schools in Lorestan Province, totaling 797 individuals (432 women and 365 men). The sampling method in the qualitative stage was purposeful theoretical sampling using the snowball technique, which reached theoretical saturation after interviewing 15 experts. In the quantitative phase, the sample size was determined using Morgan’s sampling table, resulting in 260 participants (141 women and 119 men). In this study, after conducting open and axial coding, the developed measurement tool was organized into a structured form and sent to the experts for selective coding and validation. Based on their feedback, a researcher-made questionnaire was finalized and distributed among the selected sample. The collected data were analyzed using descriptive and inferential statistics. Finally, the results led to the identification of two main dimensions—in order of priority: (1) individual and (2) organizational—as well as 14 components and 76 indicators for the comprehensive evaluation model of educational management in elementary schools (case study: Lorestan Province). The identified dimensions, integrated into a coherent framework, support the constructs of a unified concept referred to as the Comprehensive Evaluation Model of Educational Management in Elementary Schools (Lorestan Province Case Study).
Downloads
References
1. Alaqeband A. Foundations and principles of educational management. Tehran: Be'sat Publishing Institute; 2023.
2. Day C, Sammons P. Successful school management: Education Development Trust, The University of Nottingham; 2022.
3. Ontario Principals C. Preparing Principals & Developing School Leadership Associations for the 21st Century. Exemplary Leadership in Public Education: Ontario Principals Council; 2019.
4. Scott G. School Leadership Capability Framework: State of NSW, Department of Education and Training- Professional Learning and Leadership Development Directorate; 2018.
5. Safi A. Organization and regulations of the education system. Tehran: SAMT; 2021.
6. Bakhshi N. Educational management skills in the education system. Tehran: Jaliz Publications; 2021.
7. Shoa'bani R, Nateghi F, Faghihi A. Evaluation of the educational system of the seminary based on the CIPP model. Quarterly Journal of Applied Issues in Islamic Education. 2018;3(9):67–94. doi: 10.29252/qaiie.3.4.67.
8. Laasch O, Moosmayer DC, Antonacopoulou EP. Evaluating the qualifications of school administrators: An integrative review of ethics, responsibility, and sustainability competences. Journal of Business Ethics. 2022. doi: 10.1007/s10551-022-05261-4.
9. Cortez Ochoa AA, Thomas SM. Review of evaluation approaches for school principals. [Book/Collection title not specified]2022.
10. Haj Hosseini S, Batmani F, Hosseinpour S. Presenting a competency-based evaluation model for elementary school principals. School Management. 2020;8(4):18–160.
11. Aris K, Prasetyo, Dwikurnaningsih Y. Performance Evaluation of Principals of Public Elementary Schools. International Journal of Elementary Education. 2020;4(2):235–43. doi: 10.23887/ijee.v4i2.26595.
12. Mehrban Helan MM, Malakouti Khah S, Ali Ahmadi AR. Developing a school performance evaluation model in the Islamic Republic of Iran based on the balanced scorecard framework (Case study: IMAVA project schools). Management and Planning in Educational Systems. 2021;14(2):113–36. doi: 10.52547/MPES.14.2.113.
13. Badri M, Rahimian H, Taheri M, Abbaspour A. Designing a model of school principals' personal development programs: A meta-synthesis approach. Applied Educational Leadership. 2022;3(3):49–68.
14. Moghadam H, Cherabin M, Navaddahi H, Akbari A. Identifying productivity indicators of education department managers in Khorasan Razavi Province. Educational Leadership and Management Quarterly. 2019;13(4):135–47.
15. Nerimani B, Mehrdad H, Jalili R. Designing a model to improve the performance of elementary school principals: A qualitative study. Journal of Psychological Sciences. 2021;20(33):431–54.
16. Abdolmaleki S, Nasiri Bani Valak FS, Afzali A. Construction and validation of a scale for assessing school excellence performance. Scientific-Research Quarterly of Academic and Educational Studies. 2020;9(1):101–22.
17. Yalçın MT, Atasoy R, Göçen A. Trust, Professionalism and Empowerment: How School Leaders Shape Instructional Practices. European Journal of Education. 2025;60(2). doi: 10.1111/ejed.70087.
18. Tankutay HK, Çolak İ. How School Principals' Empowering Leadership Influences Teacher Autonomy: The Mediating Role of Teachers' Academic Optimism. British Educational Research Journal. 2025. doi: 10.1002/berj.4125.
19. Mazhabi Z. Investigating leadership attributes and strategies during times of crisis and educational change: A story of public primary school principals in Lombok, Indonesia. Educational Management Administration & Leadership. 2025. doi: 10.1177/17411432241300280.
20. Liu K. Leadership Practices Through Taoist Philosophical Principles and Teachers' Morale in Selected Preschools in Hebei, China. Pacific International Journal. 2025;8(2):47-51. doi: 10.55014/pij.v8i2.788.
21. Shahrabi Farahani M, Khosravi Babadi AA, Khorshidi A. Identifying the educational leadership model of school principals (Case study: Elementary schools in Tehran). Management and Planning in Educational Systems. 2021;13(2):265–98. doi: 10.52547/mpes.13.2.265.
22. Hidayati S, Siswanto S, Walid M, Hoque O. Assessing the Influence of Digital Expertise, Social Environment and Leader Trust on Pai Teacher Achievements as a Strategic Asset of School Excellence. Edupedia Jurnal Studi Pendidikan Dan Pedagogi Islam. 2025;9(2):142-52. doi: 10.35316/edupedia.v9i2.5991.
23. Haris A, Nuraeni N. Adaptive Leadership in the Era of Disruption: Integrating Digital Transformation, Organizational Culture, and Teacher Performance (A Case Study of Muhammadiyah High Schools in Cianjur Regency). Dinasti International Journal of Education Management and Social Science. 2025;6(2):1649-61. doi: 10.38035/dijemss.v6i2.3961.
24. Daly BP, Resnikoff A, Litke S. Effective School Leadership for Supporting Students' Mental Health: Findings from a Narrative Literature Review. Behavioral Sciences. 2025;15(1):36. doi: 10.3390/bs15010036.
25. Hayward M, Marshman M. A Sense of Belonging in Regional Queensland Special Schools From the Perspective of School Leaders, Teachers, and Teacher Aides. Australasian Journal of Special and Inclusive Education. 2025:1-14. doi: 10.1017/jsi.2025.2.
26. Kamali Rad A, Mazarei V. Investigating the impact of human resource quality, performance evaluation, and incentives on employee productivity (Case study: Staff of Bushehr University of Medical Sciences). Journal of New Research Approaches in Management and Accounting. 2023;7(27):1029–43.
27. Khatir MH, Haghighi M. Identifying and prioritizing performance evaluation indicators of secondary school principals in Tehran using a fuzzy multi-criteria decision-making approach. Educational Measurement. 2020(41):1–30.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2024 Abolfazl Varmeziyari (Author); Fatemeh Hamidifar; Abbas Khorshidi , Baharak Shirzad Kebria (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
