Purpose: The aim of this study was to investigate and present a paradigm model of talent management development in the first year of secondary education in Tehran based on the Grounded theory.
Methodology: The research method was qualitative and for this purpose a semi-structured individual interview was used. The present society in the qualitative stage is the sample teachers of the first secondary school of Tehran who in The last two years in Tehran as exemplary teachers in the fields Educational, research and cultural were selected, formed according to by theoretical saturation and through purposive sampling, 18 of these teachers were selected as a statistical sample. Data were analyzed using Atlas-Ti software.
Findings: The results of data analysis during three stages of open, axial and selective coding indicated 12 general categories in the form of a paradigm model including: causal conditions (systemic changes and managerial changes); Central category (professional management of the individual in the organization and psychological-mental management of the individual in the organization); Strategies (project implementation measures); Underlying factors (environmental, structural and manpower background space); Interventional factors (functional changes and necessary structural changes in schools) and outcome (psychological cognitive achievements and scientific-educational achievements) reflect the process of developing the talent management of teachers in the first year of high school in Tehran and the relationships between its various dimensions.
Conclusion: The results showed that talent management with systemic changes And managerial changes are realized.