Purpose: The aim of this study was to identify the supervisory role of primary school principals and related developments and to provide a framework to enhance the supervisory role of educational leaders (principals) in primary schools in Tehran.
Materials and Methods: Descriptive-inferential research method was structural equations by combining qualitative combined method using contextual theory and quantitative method. The research population in the qualitative part included professors, specialists and experts in the field of educational management and in the quantitative part included principals working in public primary schools in 19 districts of Tehran. Number of samples in the qualitative section using the purposeful selection method of 23 professors, specialists and experts and in the quantitative section, using the Cochran's formula sampling method, 318 primary school principals in Tehran were selected. The tools used to collect information included a semi-structured interview and a researcher-made questionnaire. The collected data were analyzed in the qualitative part by grounded theory method and through coding (open, axial and selective) using MAXQDA software and 22 SPSS and Smart PLS 2 software.
Findings: The results showed that three dimensions are involved in the framework of the supervisory role of the Miran primary school educational leader in Tehran, which include; Individual dimension (human factors, technical factors, effectiveness, empowerment) was the organizational dimension (rules and regulations, organization, planning, quantitative and qualitative measurement) and contextual dimension (physical factors, social factors, economic factors, political factors, cultural factors). .
Conclusion: Lack of attention to the various dimensions of the educational system causes boredom and discouragement of teachers and this causes them to take a stand against this category and problems can not be identified. Also, school principals did not pay attention to playing the role of educational leadership and guidance after supervision. In a way that educational supervision has been used more in the form of control and inspection.