Presenting a Model of Spiritual Capital Components among First-Grade Elementary School Teachers (A Qualitative Study)

Document Type : Original Article

Authors

1 Department of Educational Administration, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Ph.D. in Educational Management, Formal Teacher of Mazandaran Education, Iran.

Abstract

Background and Objectives: Spiritual capital is considered one of the most important forms of organizational capital, playing a vital role in promoting individual, organizational, and social well-being. This research aimed to explore the components of spiritual capital among first-grade elementary school teachers in Maneh and Samalqan County during the academic year 2024-2025. Methods: The research method is qualitative, employing a descriptive phenomenological strategy. To delve deeply into the concepts, document analysis, literature review, and semi-structured interviews were used. The participants consisted of 20 first-grade elementary school teachers, selected using purposive sampling and snowball techniques until theoretical saturation was reached. The interviews continued until theoretical saturation was achieved to ensure the validity of the findings. Member checking was used to verify the accuracy of the findings. Inter-coder reliability (intra-subject agreement) was used to determine reliability. To adhere to the qualitative research characteristics, three criteria were used: credibility, transferability, and dependability. Findings: To identify the components of spiritual capital among first-grade elementary school teachers in Maneh and Samalqan County, themes related to the identified axes and indicators from the literature review and the analysis and interpretation of data from semi-structured and in-depth interviews with 20 first-grade elementary school teachers were derived. Conclusion: The findings indicated that the components of spiritual capital emerged in two dimensions: individual (job satisfaction, adherence to values, responsibility, creativity, work discipline, job security, adherence to organizational rules and regulations, feeling useful and valuable, having a plan and goal, and interest and enthusiasm for work) and extra-individual (trust of senior managers, respect among colleagues, interpersonal relationships, interest in the growth and development of others, and teamwork spirit).

Keywords

References

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