Iranian Journal of Educational Sociology 2645-3460 In Press 2026 11 01 Designing and Validating a Model of Supportive School Culture for Newly Recruited Teachers: A Mixed-Methods Study Designing and Validating a Model of Supportive School Culture for Newly Recruited Teachers: A Mixed-Methods Study 1 18 10.61838/b1jr3v62 EN Journal Article 2026 02 17 Purpose: The present study aimed to design and validate a comprehensive model of supportive school culture focused on newly recruited teachers and to identify the causal, contextual, intervening, strategic, and outcome-related factors influencing the development and sustainability of such a culture within schools. Methods and Materials: This applied-developmental study employed an exploratory mixed-methods design. In the qualitative phase, grounded theory methodology following Strauss and Corbin’s approach was used. Data were collected through semi-structured interviews with 23 educational experts, including faculty members, educational administrators, human resource specialists, and teacher trainers. Through open, axial, and selective coding, 521 open codes and 107 axial codes were identified and organized into a paradigmatic model. In the quantitative phase, the proposed model was validated using structural equation modeling (SEM). The statistical population consisted of public-school teachers in West Azerbaijan Province, Iran. A sample of 280 teachers was selected through multistage cluster sampling. Data were collected using a researcher-developed questionnaire derived from the qualitative findings. Reliability and validity indices, including Cronbach’s alpha, composite reliability, average variance extracted, discriminant validity, and model fit indicators, were assessed before testing the structural model. Findings: Structural equation modeling confirmed the adequacy and validity of the proposed model. Significant direct effects were found between causal conditions and the central phenomenon (β = 0.500, t = 12.495), contextual conditions and supportive strategies (β = 0.372, t = 3.388), intervening conditions and supportive strategies (β = 0.378, t = 5.891), and the central phenomenon and supportive strategies (β = 0.456, t = 12.741). The strongest relationship emerged between supportive strategies and educational outcomes (β = 0.735, t = 22.144), indicating that implementation of supportive strategies substantially enhanced positive outcomes. Measurement model assessment demonstrated acceptable reliability and convergent validity, while discriminant validity was confirmed through both the Fornell–Larcker and HTMT criteria. Overall model fit indices were excellent (SRMR = 0.009, NFI = 0.912, GOF = 0.851), supporting the robustness of the proposed framework. Conclusion: The findings indicate that supportive school culture is a multidimensional construct shaped by structural, managerial, cultural, psychological, and professional factors. The validated model demonstrates that comprehensive support systems—including psychosocial care, professional development opportunities, collaborative learning structures, equitable policies, and participatory leadership—play a crucial role in strengthening professional identity, enhancing teaching performance, increasing job commitment, fostering collaborative school environments, and reducing occupational burnout among newly recruited teachers. The model offers a practical and evidence-based framework for educational policymakers and school leaders seeking to improve teacher retention, professional growth, and educational quality.

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