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The aim is to analyze the dimensions and components of a self-development model for elementary school principals in Khuzestan province.

February 6, 2026Biannual Journal Islamic Approach in Education رویکرد های اسلامی در تعلیم و تربیتOpen Access

Analysis of the dimensions and components of the self-development model of elementary school principals in Khuzestan province

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The aim is to analyze the dimensions and components of a self-development model for elementary school principals in Khuzestan province.
Mixed-method research design including qualitative and quantitative parts.
Qualitative interviews conducted with 16 experts based on saturation rule.
Quantitative data collected from 346 elementary school principals using random sampling.
Data collected via a semi-structured interview and a reliable self-development questionnaire.
Data analysis performed using LISREL software and structural equation modeling.
Five dimensions of professional self-development identified from qualitative analysis.
Path coefficient of (γ = 0.52) indicates factors affect the desire for professional self-development.
Desire for professional self-development significantly impacts planning with a path coefficient of (γ = 0.92).
Planning affects self-development action and practice with a path coefficient of (γ = 0.95).
Action and practice lead to improved self-development competencies with a path coefficient of (γ = 0.83).

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Mixed-method analysis identifies key components of self-development among elementary school principals, suggesting areas for effective training.

Ashtari et al. (2025) studied this question.

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Mixed-method analysis identifies key components of self-development among elementary school principals, suggesting areas for effective training.