Designing a Model for Professional Development of elementary School Principals in 2025 Horizon with an Approach Based on Grounded Theory

The purpose of this study is to design a suitable model for professional development of elementary school principals in the horizon of 2025 provinces of West Azerbaijan, East Azerbaijan, Ardabil and Zanjan in the academic year 2019 - 2018. The kind of qualitative research and grounded theory method (systematic plan) in this study have been the criterion of action. The statistical population was consisted professors, experts and experts of educational management in the northwest of the country (Iran). Purposeful and snowball sampling continued until the researcher reached theoretical saturation using semi-structured interviews with 12 members of the sample reached. To obtain validity of the data, two methods of review participants and review of Experts non-participants in the study and the reliability of data Interviews Implementation exactly and objectively were used. With Using the results of the investigation and theoretical research and content analysis conducted interviews, Basic indicators of professional development of school administrators identify and In sum up, explores 435 open codes by the combination of which 34 pivotal codes are adopted and after the merge, 14 selective codes are developed and in three stages including: open coding, axial coding and selective coding, paradigmatic model or Ideal pattern of professional development of school principals in six main categories of Casual Conditions (Empowerment, Policies), Core Category (the professional development of school Principals), Context Conditions (Environmental conditions, organizational conditions, globalization), Intervening Conditions (internal to the organization, external to the organization), Strategies (Individual, organizational, national) and Consequences of Professional Development of school Principals (individual development, Organizational development, Social development) has been presented.