Analysis and Validation of the Educational Incubator Model in Secondary Schools

Abstract

This study aimed to analyze and validate an educational incubator model in schools and examine the construct validity and structural fit of its components among school principals. This applied study employed a quantitative, descriptive design. The statistical population comprised 850 secondary-school principals in Bojnord during the 2024–2025 academic year, from whom 265 participants were selected using simple random sampling. Data were collected using a researcher-developed questionnaire. Face and content validity were established through expert judgment, and internal consistency reliability was confirmed with a Cronbach’s alpha coefficient of 0.94. Data analysis incorporated the Kolmogorov–Smirnov test, first- and second-order confirmatory factor analyses, and structural equation modeling. The proposed educational incubator model was evaluated across five major dimensions: causal conditions, contextual conditions, intervening conditions, strategies, and consequences. Confirmatory factor analysis indicated that all observed indicators had factor loadings exceeding the 0.30 threshold and significantly represented their respective latent constructs. The strongest indicators were analytical ability within causal conditions (0.97), entering the world of emerging learning within contextual conditions (0.99), individual limitations within intervening conditions (0.94), strategic orientation and planning within strategies (0.98), and both innovation and continuous-learning culture and emerging educational innovations and methods within consequences (0.98 each). Second-order confirmatory factor analysis showed that contextual and intervening conditions had the strongest loadings on the higher-order educational incubator construct. The structural model demonstrated excellent goodness of fit, with CMIN/DF=1.197, RMSEA=0.039, GFI=0.984, AGFI=0.993, CFI=0.985, NFI=0.973, TLI=0.987, IFI=0.978, RFI=0.985, PNFI=0.659, and PCFI=0.676. The educational incubator model demonstrated satisfactory construct validity and excellent structural fit. Successful implementation of educational incubators in schools appears to require an integrated combination of principals’ analytical and technological capacities, emerging-learning environments, effective management of intervening constraints, strategic planning, and a sustained culture of innovation and continuous learning. The validated model can therefore provide an empirically supported framework for educational policymaking and school-principal empowerment programs.