A Paradigmatic Model for the Development of Strategic Thinking among Primary School Principals with a Competitive Advantage Approach in the Indigenous Context of Khuzestan: A Grounded Theory Analysis

Abstract

The present study was applied–developmental in terms of purpose and qualitative in terms of implementation. The statistical population (participants) consisted of a number of key informants from the Department of Education of Khuzestan Province. In the qualitative phase, the sample size reached theoretical saturation at eight participants through purposive sampling. The research instrument comprised semi-structured interviews. Data analysis was conducted using theoretical coding derived from the grounded theory approach with the aid of MAXQDA software. The findings indicated that the development of strategic thinking among primary school principals with a competitive advantage approach in the Department of Education of Khuzestan Province encompasses “the development of thinking based on principals’ intrinsic needs and motivation,” “analysis of the competitive advantage gap in comparison with leading schools,” and “possessing vision and future orientation.” Due to resource constraints and the necessity of reconfiguring educational policies, principals are compelled to employ strategic thinking in order to balance educational objectives with available resources and to guide schools along a transformative path. The quantitative results showed that the causal factors influencing the development of strategic thinking among primary school principals with a competitive advantage approach in the Department of Education of Khuzestan Province include the development of strategic thinking based on needs and motivation, analysis of competitive advantage in comparison with leading schools, vision and future orientation, and the reconfiguration of educational policies at the school level. Contextual factors include the climatic context affecting the strategic thinking of principals in Khuzestan Province, technology-oriented education as a facilitator of strategic thinking development, situation-based management under the crisis-prone and diverse conditions of Khuzestan, and the localization of educational directives in Khuzestan Province. Intervening factors include “institutional and organizational support” from education authorities and the degree of “structural pressures and administrative bureaucracy” as the most significant interventions. The strategies identified in the present study include “intelligent resource management,” “adaptive learning and educational innovation,” and “localization of mandated strategies.” Successful principals leverage “parents’ social capital” and act as “facilitative leaders.” The outcomes, which include “strengthening social capital and school branding,” represent the first major result, leading to increased family trust. At the internal level, this approach culminates in “teachers’ professional empowerment” and “innovation in teaching methods.” Ultimately, “enhanced organizational effectiveness” and the multidimensional growth of students in a joyful and dynamic environment constitute the most important outcomes, consolidating the school’s position within the educational system of Khuzestan Province.