Validation of a Crisis Management Education Model Based on Drug Abuse: A Case Study of First-Level Secondary School Principals in Tehran
Keywords:
Crisis Management Education, Drug Abuse, School Administration, Structural Equation Modeling, Educational Leadership, Secondary SchoolsAbstract
Purpose: The present study aimed to validate a crisis management education model based on drug abuse among first-level secondary school principals in Tehran and to identify the causal factors, contextual factors, intervening conditions, implementation strategies, and consequences associated with its effective implementation.
Methods and Materials: This applied study employed a mixed-method exploratory sequential design using a qualitative–quantitative approach. In the qualitative phase, grounded theory methodology based on Strauss and Corbin’s approach was used to develop the conceptual model. Data were collected through semi-structured interviews with 17 educational experts, including senior administrators, policymakers, and faculty members specializing in educational administration in Tehran. Participants were selected through purposive and snowball sampling until theoretical saturation was achieved. The qualitative findings were analyzed using open, axial, and selective coding. Based on the extracted categories, a researcher-developed questionnaire consisting of 132 indicators across 18 components and four major dimensions (inputs, processes, outputs, and consequences) was designed. In the quantitative phase, the statistical population included 1,900 first-level secondary school principals in Tehran. Using Cochran’s formula and stratified random sampling, 320 participants were selected. Data were analyzed using SPSS 23 and AMOS software through descriptive statistics, Kolmogorov–Smirnov tests, exploratory and confirmatory factor analyses, structural equation modeling, and model fit assessment.
Findings: The results demonstrated that all dimensions and components of the proposed model had mean scores above the theoretical midpoint, indicating favorable perceptions of the model elements. The Kolmogorov–Smirnov test confirmed the normality of data distribution. Sampling adequacy was supported by a Kaiser–Meyer–Olkin value of 0.892 and a significant Bartlett’s test of sphericity (p < 0.001). Structural equation modeling revealed that all estimated paths were statistically significant (p < 0.01), with standardized coefficients ranging from 0.50 to 0.77. Service quality, organizational justice, responsibility, effective management, organizational resource capacities, organizational agility, and economic capacity development emerged as the strongest indicators of the model. The confirmatory factor analysis demonstrated acceptable model fit (GFI = 0.92, AGFI = 0.93, CFI = 0.96, CMIN/df = 1.88, RMSEA = 0.085), confirming the adequacy and validity of the proposed framework.
Conclusion: The findings support the validity of a multidimensional crisis management education model based on drug abuse for secondary schools. The model emphasizes the importance of organizational resources, effective leadership, supportive contextual conditions, strategic interventions, and sustainable outcomes. By integrating causal, contextual, environmental, and strategic dimensions, the model provides a comprehensive framework for enhancing preparedness, prevention, and response capacities within educational institutions confronting substance abuse–related challenges.
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Copyright (c) 2025 Hossein Zarghami Vand Khameneh, Fereshteh Kordestani (Author); Yalda Delgoshaei; Lotfollah Abbasi Sarvak (Author)
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