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

The present study was conducted with the aim of analyzing the dimensions and components of the self-development model of elementary school principals in Khuzestan province. The research method was mixed. The research community in the qualitative part included experts, who were interviewed with 16 based on the saturation rule. In the quantitative part, the community included all school principals in Khuzestan province, 3460 people, of which 346 people were determined using the random sampling method and with the help of the Morgan table. To collect data, a semi-structured interview and a researcher-made professional self-development questionnaire with reliability (α = 0.97) were used, which examines 5 dimensions of professional self-development. The results of the qualitative analysis led to the identification of 5 dimensions of professional self-development. Analysis using LISREL software and structural equation modeling analysis showed that the structural model of professional self-development of elementary school principals had five key dimensions, including professional self-development competencies, self-development action and implementation, self-development planning, self-development intention, and factors affecting self-development, which had a good fit with the data. The results showed that the factors with a path coefficient of (γ = 0.52) affected the desire for professional self-development. Also, the desire for professional self-development with a path coefficient of (γ = 0.92) affected self-development planning. In addition, planning with a path coefficient of (γ = 0.95) affected self-development action and practice. Finally, action and practice have affected professional self-development competencies with a path coefficient (γ = 0.83).