Document Type : research paper
Authors
1
M.A. in Human Resource Development and Improvement, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2
Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
3
Ph.D. Student in Educational Management, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Abstract
This study aimed to design and validate a professional empowerment model for elementary school teachers. The research employed an applied approach in terms of purpose, a mixed-method design (qualitative followed by quantitative), and an exploratory sequential strategy. In the qualitative section, the grounded theory method was employed using the systematic approach of Strauss and Corbin (1998). The reseach population included all experts and university faculty members in educational sciences in Ardabil province. Using purposive theoretical sampling, 14 participants were selected based on theoretical saturation. Data were collected through semi-structured interviews, and content validity was confirmed, while reliability was verified through inter-coder agreement. Qualitative data were analyzed using open, axial, and selective coding. The quantitative phase followed a descriptive-correlational approach. The statistical population comprised 2,600 elementary school teachers in Ardabil, from whom 335 teachers were selected through cluster random sampling based on Cochran’s formula. For data collection, a researcher-developed questionnaire was employed which was derived from qualitative findings. Structural equation modeling and confirmatory factor analysis were used for quantitative data analysis. Findings revealed that the professional empowerment model for elementary school teachers in Ardabil is structured around key components, including organizational characteristics, job-related attributes, individual and demographic factors, resources and facilities, knowledge management, educational approaches, human resource development, educational technology, leadership styles, and ethical, spiritual, and belief-based literacy. The model demonstrated a good fit in the validation process (p<0.05). Based on these findings, it is recommended that teacher empowerment programs be designed considering these dimensions to have a positive and sustainable impact on the quality of education.
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