Design and Validation of a Model for Developing Teacher Agency among Primary School Teachers

Authors

1 Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 Ph.D. Student in Educational Administration, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Master of Educational Research, Faculty of Education and Psychology, University of Azarbaijan Shahid Madani, Tabriz, Iran

Abstract

Background and Objectives: This study aimed to design and validate a teacher agency development model for primary school teachers in Ardabil City.
Methodology: This applied study employed a sequential exploratory mixed-methods design (qualitative–quantitative). The qualitative phase was conducted using the grounded theory approach, whereas the quantitative phase adopted a descriptive-correlational design. The qualitative participants comprised faculty members in the field of Educational Sciences and effective primary school principals in Ardabil City in 2025, of whom 14 were selected through theoretical sampling until theoretical data saturation was achieved. The statistical population in the quantitative phase consisted of all 2,600 primary school teachers in Ardabil City during the 2025–2026 academic year. A total of 335 teachers were selected through cluster random sampling. Data in the qualitative phase were collected through semi-structured interviews and analyzed using the three-stage coding procedure (open, axial, and selective coding). Based on the qualitative findings, a researcher-developed questionnaire was designed for the quantitative phase. Given the non-normal distribution of the data, the quantitative data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS.
Findings: The qualitative findings indicated that the teacher agency development model for primary school teachers in Ardabil City comprises eight core categories: individual teacher agency, social capital, instructional leadership, knowledge- and skill-based empowerment, organizational enhancement of professional agency, school organizational culture, educational infrastructure, and educational–organizational excellence. The quantitative findings further confirmed the model, demonstrating a satisfactory level of model fit.
Conclusion: The findings of this study provide a practical framework for developing policies, strategies, and interventions aimed at fostering teacher agency among primary school teachers.

Keywords

Research and Innovation in Primary Education
Volume 8, Issue 2
May 2026
Pages 1-26

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