Designing a Professional Ethics Model for Educational Managers with an Islamic–Iranian Approach
Keywords:
professional ethics, educational managers, Islamic–Iranian approach, individual competence, ethical strategiesAbstract
This study aimed to design and validate a professional ethics model for educational managers based on individual, organizational, and environmental factors within an Islamic–Iranian framework. The research used an exploratory mixed-method design. In the qualitative phase, semi-structured interviews were conducted with 21 educational experts and analyzed through open, axial, and selective coding using grounded theory. In the quantitative phase, the proposed model was tested using confirmatory factor analysis and structural equation modeling on data collected from 316 school principals in Tehran. A researcher-made questionnaire based on qualitative findings was used as the main instrument. The results indicated that the final model had an acceptable fit (CFI=0.99, GFI=0.96, RMSEA=0.054, χ²/df=2.10). Ethical performance (R²=0.61) and ethical behavior (R²=0.42) had the highest explained variance. Micro strategies (β=0.36) and macro strategies (β=0.25) had significant direct effects on individual enhancement, while individual competence (β=0.10) and ethical attitudes (β=0.09) affected it indirectly through managerial strategies. Environmental conditions and individual characteristics indirectly influenced environmental outcomes. Professional ethics among educational managers is a multidimensional construct shaped by the interaction of personal, organizational, and contextual elements. The findings highlight the importance of ethical training, policy development, and moral awareness as key mechanisms for promoting professional ethics within Iran’s educational system.
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