Purpose: The main purpose of this research was to provide a model 
of educational leadership development for directors of higher 
education centers in Fars province.
Materials and methods: The present research method was mixed 
(qualitative-quantitative). The statistical population of this research 
in the qualitative part was all the experts, experts, managers and 
educational leaders in the higher education centers of Fars province. 
Sampling continued until data saturation was reached and 
interviews were conducted with 13 members of the statistical 
population. The statistical population of this research in the 
quantitative part was all the professors of the academic staff in the 
higher education centers of Fars province. To determine the sample 
size, Morgan's table was used and 350 people were selected as the 
statistical sample size. The sampling method was stratified random. 
In the qualitative part of the research, a semi-structured interview 
tool was used to collect information. In the quantitative part of this 
research, a questionnaire tool was used to validate the research 
model. To analyze the data in the qualitative part, the foundation 
data method (coding) was used. And in the next part, confirmatory 
factor analysis method was used to validate the model using 
structural equation approach in Smart PLS software.
Findings: the central category (educational leadership 
development) is a function of causal conditions (educational system 
structure, organizational perspective, leadership skills, leadership 
style), contextual conditions (leader's personality traits, 
organizational culture and technology) and intervention conditions. 
(leadership abilities, leadership attitude, financial resources of the 
organization and organizational factors). These factors provide the 
conditions for applying actions and interactions (strategies) 
(teamwork and collaboration, meritocracy, training for leaders, 
resource management, leadership development, improving the 
structure of the organization and knowledge management) that 
result (employee empowerment, performance improvement 
organizational, improving the quality of education, developing 
research, improving leadership skills, improving employee 
participation, organizational decisions, optimal allocation of 
resources).
Conclusion: The final model of intelligent leadership was 
confirmed with the components identified in the qualitative section. 
These results are presented in the form of the foundation's data 
template for the use of university presidents and university faculty 
members.