Design and Validation of a Model for Supportive Actions Effective on the Academic Achievement of Social Workers' Clients

Abstract

Purpose: The objective of this study was to design and validate a model of supportive actions that effectively enhance the academic achievement of social workers' clients. Given the importance of academic progress in improving the quality of life for these individuals, this study aimed to develop a comprehensive model to support better educational outcomes. Methodology: This study employed a qualitative research design, conducted in two phases: design and validation. In the design phase, grounded theory was used, with 20 experts selected through snowball sampling from among professors in Educational Sciences and senior managers in the educational system. In the validation phase, 22 experts from the Department of Education and the Welfare Organization of Golestan Province were purposively sampled. Data were analyzed using open, axial, and selective coding, and the proposed model was validated through the Delphi method in three stages using SPSS software. Findings: The findings revealed a paradigmatic model comprising 10 main categories and 24 subcategories, organized into five domains: causal conditions, contextual conditions, intervening conditions, strategies, and outcomes. The model identified factors such as social responsibility, religious beliefs, prevailing societal culture, and government support as key influences on the academic achievement of social workers' clients. Conclusion: This study presents a comprehensive model of supportive actions that can serve as a practical framework for improving the quality of social work services and enhancing the academic outcomes of social workers' clients. By considering the multifaceted and complex factors that affect academic progress, this model assists social workers and educational institutions in developing and implementing more effective supportive programs.