Providing a Model of the Antecedents and Consequences of Systems Thinking of Primary School Principals

The purpose of this research is to provide a model of the antecedents and consequences of systems thinking of primary school principals. This research is qualitative research based on grounded theory. The statistical population included school principals, education experts, and faculty members. Using the purposive sampling method with maximum diversity, 24 people were conducted as participants in semi-structured interviews. For data validity and reliability, two methods of reviewing participants and reviewing non-participating experts in the research were used and the research findings were evaluated and reviewed by two groups participating in the interview process and the non-participant. The collected data were analyzed using MAXQDA software during three stages of open, axial, and selective coding. Findings indicate that 22 central categories for antecedents include: organizational culture and environment, attitude and thinking of school principals, evaluation system and rules and regulations, management and decision making system, individual and participatory learning, role model and promotion of systems thinking, Management training, study, and experience; Outcomes include: Improving organizational commitment, increasing stakeholder satisfaction, improving performance and quality and innovation, enhancing expertise and skills, enhancing collaboration and participation, creating peace of mind, creating a learning organization, comprehensive and strategic solutions and systemic thinking features of school principals Included: A comprehensive and systematic view of the system, leadership of the whole, adoption of a multidimensional perspective, indirect impact, evaluation of importance, flexibility and responsibility, the ability to communicate and interact. Finally, a model of the antecedents and consequences of systems thinking of primary school principals was presented.