Designing a Paradigmatic Model of the Theory–Practice Gap in School Principals’ Actions

Abstract

Purpose: The purpose of this study was to design a paradigmatic model of the theory–practice gap in the actions of secondary school principals in Ahvaz.

Methodology: The research employed a qualitative method with a fundamental objective, based on the Strauss and Corbin’s systematic approach. The study participants included subject-matter experts, secondary school principals, and administrative managers with lived experiences within the research domain. The sample size in this stage was determined to be 10 participants, selected using purposive sampling based on the principle of theoretical saturation.

Findings: The findings of the study led to the identification of six categories: (1) Strategic Empowerment Category (including self-regulation, quality in education, personal development, in-service training); (2) Contextual Categories, comprising organizational climate and culture (organizational climate, organizational indifference) and organizational structure (type of organizational structure, power relations and politics, administrative factors); (3) Causal Category of Managerial Factors (planning, organizing, supervision and evaluation, control and guidance, managerial capacity, managerial competence, managerial ability); (4) Intervening Category of Environmental Factors (socio-political factors, multicultural environment, interactive environment); (5) Outcome Category of Meritocracy (creative management, motivation in management, merit-based selection, organizational capability); and (6) Core Category of Theory–Practice in Managerial Actions (executive–performance-based actions, authority and responsibility, laws and regulations).

Conclusion: The results indicate that the theory–practice gap can only be addressed intelligently and strategic success achieved in managerial actions based on existing theories when principals are equipped with personal development, in-service training, high-quality education, and enhanced self-regulation