Purpose: The present research was conducted with the aim of designing a professional development model based on the indicators (self-awareness, individual motivation, effective motivation and mental health) of primary school principals with a future research approach.
Materials and methods: The research method was mixed. The statistical population included all principals of primary schools in Karaj city in the academic year of 2021-2022, in the qualitative part, 10 people were selected by purposeful sampling and in the quantitative part, and 270 people were selected by stratified random sampling. In order to check the validity of the questionnaire, confirmatory factor analysis was used, and in order to check the research questions, structural equation modeling was used with the help of SmartPLS3 software.
Findings: The results showed that the variable path coefficient of personal skill and professional development of primary school principals was 0.535 and the t-statistic was 6.255, the variable path coefficient of leadership and management skills and professional development of primary school principals was 795. 0.0 and the t-statistic was 14.582, the variable path coefficient of educational skill and professional development of primary school principals was 0.758 and the t-statistic was 13.873. The variable path coefficient of research skill and professional development of primary school principals in Karaj is 0.707 and the t-statistic is 12.661, the variable path coefficient of the individual dimension and professional development of primary school principals is 0.721 and the t-statistic is It was 8/883. The
variable path coefficient of interpersonal dimension and professional development of primary school principals in Karaj city is 0.843 and the t-statistic is 9.138, the variable path coefficient of personal capabilities and professional development of primary school principals is 0.848 and also, the t statistic was 9.145. The validation of the professional development model of primary school principals is well done and the model has a strong fit.
Conclusion: The results showed that the three main components of this research, i.e., individual skills, interpersonal skills, and individual capabilities, can be an effective model for the professional development of elementary schools and have useful results in improving the quality and efficiency of the educational system.