A Model for Enhancing Emotional and Social Competencies of Primary Education Administrators (Case Study: Bandar Abbas)

Introduction: This study aimed to develop a comprehensive model for improving the emotional and social competencies of primary education administrators in Bandar Abbas, Iran.Methods: Utilizing a deductive-inductive approach with meta-synthesis methodology, the study employed purposive sampling to select 20 administrators and education specialists. Data collection involved in-depth, face-to-face interviews to empirically determine emotional and social competency variables. Based on a review of the theoretical foundations and research framework, the key components and sub-components influencing emotional and social skills were identified and compiled into a scored checklist. Using a comparative approach alongside content analysis, the study confirmed the validity of these indicators and components. Experimental, face-to-face interviews were conducted with the sample population. During the coding process, approximately 800 codes were initially examined, with 160 codes ultimately retained after the final evaluation. Following the identification of research variables, the units of analysis, including themes, categories, and indicators were established.Results: The proposed competency enhancement model comprised eight key variables: quality of work life, support orientation, realism, trust-building, social commitment, job competency, individual competency, and social competency. These components emerged as fundamental dimensions for developing administrators’ emotional and social skills within educational contexts.Conclusion: Given the importance of social and emotional competence in enhancing managerial performance and helping leaders achieve organizational goals, the proposed model could be utilized to improve competencies, foster emotional and social skills in managers, and cultivate critical thinking, creativity, and entrepreneurship within the educational system.