Presenting a Model of Organizational Effectiveness Based on Jihadi Management for Elementary School Principals

Document Type : Research Paper

Authors

1 PhD Candidate, Department of Educational Governance and Human Capital, Ardabil Branch, Islamic Azad University, Ardabil, Iran

2 Department of Educational Studies and Curriculum Planning, Ardabil Branch, Islamic Azad University, Ardabil, Iran

10.30471/rsm.2025.11521.1519

Abstract

Extended Abstract
 
Introduction and Objectives: Organizational effectiveness (aṯarbakhshī-yi sāzmānī) is a fundamental indicator of success in educational systems, directly impacting the quality of education and comprehensive student development. Research shows that enhancing the organizational effectiveness of schools plays a key role in achieving educational development goals. In this context, management approaches aligned with local cultural values, particularly Jihadi management (Mudīriyyat-i Jihādī), have gained attention in Iran.
Jihadi management is founded on values such as:

Responsibility (masʾūliyyatʹpizīrī)
Dedication to ideals (pāybandī bih ārmānhā)
Participatory spirit (rūḥiyyih-ʾi mushārakatī)
Adaptability/flexibility (infiṭāfpazīrī)
Problem-solving orientation (masʾalih-miḥwarī)

This management style empowers schools to navigate complex challenges through value-based leadership and organizational agility, positively influencing teachers’ job satisfaction, motivation, and student performance.
Method: This applied study employs a mixed-methods approach combining qualitative and quantitative phases.
Qualitative Phase: Grounded theory (naẓariyyih-ʾi dādahbunyād) and semi-structured interviews were conducted with 15 educational experts, including experienced managers, university professors, and educational specialists, to identify the core components of Jihadi management effectiveness. Data were analyzed by three-stage coding (open, axial, selective) using MAXQDA software. Credibility was ensured using Lincoln and Guba’s four criteria: credibility (iʿtibār), transferability (intiqālpazīrī), dependability (iʿtimādpazīrī), and confirmability (tāyīdpazīrī).
Quantitative Phase: A 24-item researcher-made questionnaire was developed based on qualitative findings. The questionnaire measured 8 main constructs:

Jihadi Leadership (Rahbarī-yi Jihādī)
Transformational Guidance (Hidāyat-i Taḥawwulʾāfarīn)
Religious and Ethical Commitment (Taʿahhud-i Dīnī wa Akhlāqī)
Organizational Effectiveness (Aṯarbakhshī-yi Sāzmānī)
Stakeholder Satisfaction (Riḍāyat-i Dhanifʿān)
Accountability (Pāsukhgūʾī)
Innovation and Creativity (Nūāwarī wa Khallāqiyyat)
Continuous Learning (Yādgīrī-i Mustamar)

The questionnaire was distributed among 178 elementary school principals in Ardabil selected through simple random sampling. Data analysis was performed using SPSS and R software, including Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). Reliability and validity were confirmed through composite reliability (CR), average variance extracted (AVE), and Cronbach’s alpha coefficients.
Results: Qualitative findings revealed that the model of organizational effectiveness based on Jihadi management consists of eight main components (listed above). These components were extracted through thematic analysis of interviews with 15 education experts and reflect the multidimensional and dynamic nature of organizational effectiveness under Jihadi management.
Quantitative analyses confirmed the factorial structure of the model with good fit indices:

χ²/df = 2.48
RMSEA = 0.061
CFI = 0.93
GFI = 0.90

All factor loadings exceeded 0.5 and were statistically significant (p < 0.001), indicating high reliability and convergent validity. The study highlighted that principals in Ardabil province showed acceptable levels across these components, suggesting practical applicability and relevance of the model in the local educational context. The integrative framework demonstrated strong theoretical and empirical support, aligning with prior research emphasizing the roles of inspirational leadership, ethical commitment, and innovation in enhancing school effectiveness.
Discussion and Conclusion: This study presents a theoretically grounded and empirically validated model of organizational effectiveness rooted in Jihadi management for elementary school principals in Iran. The model’s eight key components interactively contribute to improving school management and educational quality.
Key findings indicate that:

Jihadi leadership fosters intrinsic motivation and value-driven commitment.
Transformational guidance empowers staff.
Religious and ethical commitment sustains organizational cohesion.

The model also emphasizes stakeholder satisfaction, accountability, continuous innovation, and ongoing professional development as critical to organizational success.
Given its robust psychometric properties and alignment with cultural values, the model offers a practical framework for educational policy and managerial development programs aimed at enhancing effectiveness in Iranian elementary schools.

Keywords

References

منابع
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