Designing a Model for Enhancing the Skills of Primary School Principals with an Emphasis on STEAM Education

Objective: This study aimed to design a comprehensive model for enhancing the professional and managerial skills of primary school principals with an emphasis on the implementation of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. Methods and Materials: This qualitative study employed a thematic analysis design. The study population consisted of primary school principals, experts in school management and STEAM education, university faculty members, educational administrators, and specialists working in the 22 education districts of Tehran, Iran. Fifteen participants were selected through purposive sampling, and recruitment continued until theoretical data saturation was achieved. Data were collected through in-depth, semi-structured interviews designed to explore participants’ experiences, perceptions, and recommendations regarding the competencies required by primary school principals for the successful implementation of STEAM education. The interview data were transcribed, coded, categorized, and analyzed using thematic network analysis. The credibility and consistency of the findings were supported through systematic coding, continuous comparison of the extracted concepts, expert review, and revision of the thematic structure. Findings: The thematic network analysis identified 155 initial codes, which were classified into 28 organizing themes and six global themes. The six principal dimensions of the proposed model were strategic and transformational leadership of primary school principals in implementing STEAM education; development of the professional and managerial competencies of school human resources; establishment of a participatory, innovative, and learning-oriented organizational culture; management of resources, processes, and the quality of STEAM program implementation; enhancement of managerial communication, collaboration, and networking skills; and sustainability, alignment, institutionalization, and inclusive implementation of STEAM programs in primary schools. These interconnected dimensions constituted the main structural components of the proposed skill-enhancement model. Conclusion: The proposed model indicates that successful STEAM implementation requires primary school principals to possess integrated leadership, professional, communicative, organizational, and resource-management competencies.