Designing a Paradigmatic Model of Ingratiation Behavior in the Education System of Sistan and Baluchestan

Abstract

The present study aimed to design a paradigmatic model of ingratiation behavior in the education system of Sistan and Baluchestan and to identify the contextual, intervening, causal, strategic, and consequential factors associated with this phenomenon in educational organizations. This qualitative exploratory study was conducted using grounded theory methodology. The research population consisted of educational experts and university faculty members familiar with organizational behavior and educational management, who were selected through purposive and theoretical sampling. Data were collected through in-depth semi-structured interviews and continued until theoretical saturation was achieved. In total, 20 experts participated in the interviews. Simultaneous data collection and analysis were conducted based on Strauss and Corbin’s coding approach, including open, axial, and selective coding. Lincoln and Guba’s criteria were used to ensure the trustworthiness and rigor of the findings. The findings revealed that the paradigmatic model of ingratiation behavior in the education system of Sistan and Baluchestan consisted of 24 subcategories and 87 open codes. Contextual factors included structural factors, situational factors, autocratic leadership style, and managerial factors. Intervening factors included personality traits, cultural factors, and environmental factors, while causal factors included self-interest, organizational factors, managers’ personal preferences, low human resource skills, and power-seeking tendencies. Weak career development patterns, lack of transparency in organizational processes, and managerial challenges were identified as strategic conditions facilitating ingratiation behavior. The results further demonstrated that implementing meritocracy in appointments, objective performance evaluation systems, and participatory management strategies could reduce political behaviors, flattery, and ingratiation practices within the organization. Moreover, reducing such behaviors was associated with positive outcomes such as human resource development, organizational health, and increased organizational productivity. Ingratiation behavior, as a form of organizational political behavior, emerges under the influence of structural, cultural, managerial, and individual factors within the educational system and may negatively affect organizational justice, meritocracy, and productivity. Therefore, reforming managerial structures, enhancing organizational transparency, establishing fair evaluation systems, and strengthening participatory culture can play a significant role in reducing this phenomenon and improving organizational health in educational institutions.