Designing a Virtual Education Model for Primary School Teachers in Tehran Using a Mixed-Methods Approach

Abstract

This study aimed to design and validate a virtual education model for primary school teachers in Tehran. This applied study employed a sequential exploratory mixed-methods design comprising qualitative and quantitative phases. In the qualitative phase, an emergent grounded theory approach was adopted. The study population consisted of educational sciences experts, of whom 15 were selected through purposive snowball sampling until theoretical saturation was achieved. Data were collected through semi-structured interviews and brainstorming sessions and analyzed using open, axial, and selective coding. In the quantitative phase, the statistical population included 3,525 primary school teachers in Tehran. Based on Morgan’s sample-size table, 347 teachers were selected through random sampling. A researcher-developed questionnaire derived from the qualitative findings was used for data collection. Qualitative validity was established through the triangulation of data, researchers, theories, and methodological perspectives. The questionnaire demonstrated excellent internal consistency, with an overall Cronbach’s alpha coefficient of 0.98. Quantitative data were analyzed using confirmatory factor analysis and structural equation modeling in LISREL. The qualitative analysis identified 5 dimensions, 16 components, and 92 indicators. The dimensions comprised individual stakeholder capabilities, organizational policies, technological infrastructure, educational content, and instructional methods. Confirmatory factor analysis showed that all relationships between the observed indicators and their corresponding latent constructs were statistically significant at the 0.001 level, with all t-values exceeding the critical value of 1.96. The structural model demonstrated satisfactory fit indices: χ²/df=2.36, RMSEA=0.046, CFI=0.95, IFI=0.95, RFI=0.94, GFI=0.92, and AGFI=0.90. These results supported the construct validity and overall empirical adequacy of the proposed model. The validated model indicates that effective and sustainable virtual education for primary school teachers depends on the coordinated interaction of stakeholder capabilities, supportive organizational policies, appropriate technological infrastructure, accessible and high-quality educational content, and synchronous, asynchronous, and blended instructional methods.