Developing and Presenting a Conceptual Model for Teachers’ Educational Self-Efficacy in Khuzestan Province
Keywords:
Educational self-efficacy, thematic analysis, conceptual modeling, teachers’ professional development, Khuzestan education systemAbstract
The objective of this study was to design and validate a localized conceptual model aimed at enhancing teachers’ educational self-efficacy in Khuzestan Province. This developmental research used an exploratory sequential mixed-methods design. In the qualitative phase, semi-structured interviews were conducted with experts, experienced teachers, and educational administrators, along with document analysis. Purposeful sampling continued until theoretical saturation was achieved. Thematic analysis was performed using Maxqda version 24. In the quantitative phase, the extracted model was validated using descriptive and inferential statistical tests to assess reliability and fitness. The qualitative findings revealed five main dimensions of teachers’ educational self-efficacy: beliefs and attitudes, influencing factors, organizational structure, personal development factors, and growth barriers, comprising a total of 19 components. Quantitative validation indicated that the mean level of self-efficacy was significantly higher than the benchmark value, confirming the model’s adequacy and applicability. The proposed model demonstrated strong applicability for educational organizations in Khuzestan Province. Its implementation can enhance teachers’ professional development, instructional quality, and organizational productivity. Ignoring self-efficacy components may weaken motivation and teaching performance; therefore, structured implementation and continuous feedback are essential to sustain professional growth.
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