Identifying the Dimensions and Components of Organizational Hope in Schools to Develop an Appropriate Model

Mohammad Reza  Rahimi; Faranak Mosavi; Maryam  Eslampanah; Anahita  Faraji

doi:10.61838/nbw4z436

Authors

Mohammad Reza Rahimi PhD Student, Department of Educational Governance and Human Capital, Ker.C., Islamic Azad University, Kermanshah, Iran Author https://orcid.org/0000-0001-5904-7127
Faranak Mosavi Department of Educational Management, Ker.C., Islamic Azad University, Kermanshah, Iran https://orcid.org/0000-0003-3552-8991
Maryam Eslampanah Department of Educational Management, Ker.C., Islamic Azad University, Kermanshah, Iran Author https://orcid.org/0000-0002-3446-0588
Anahita Faraji Department of Educational Management, Ker.C., Islamic Azad University, Kermanshah, Iran Author https://orcid.org/0000-0001-7123-8583

DOI:

https://doi.org/10.61838/nbw4z436

Keywords:

Organizational Hope, Schools, Educational Leadership, Grounded Theory, Structural Equation Modeling, Organizational Resilience

Abstract

Purpose: This study aimed to identify the dimensions and components of organizational hope in schools and to develop and empirically validate an appropriate organizational hope model.

Methods and Materials: The study was applied-developmental in purpose and employed an exploratory sequential mixed-methods design. In the qualitative phase, grounded theory based on the systematic approach of Strauss and Corbin was used. Fifteen experts in educational management and experienced educational practitioners were selected through purposive and snowball sampling until theoretical saturation was achieved. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding. In the quantitative phase, 300 principals and teachers from schools in Kermanshah were selected through proportionate stratified random sampling. A researcher-made questionnaire derived from the qualitative findings was administered. Quantitative data were analyzed using confirmatory factor analysis and structural equation modeling in SPSS and AMOS.

Findings: Confirmatory factor analysis supported a six-dimensional structure comprising causal conditions, the core phenomenon, contextual conditions, intervening conditions, strategies, and consequences. Cronbach’s alpha values ranged from .88 to .94, composite reliability from .91 to .95, and AVE from .71 to .79. The final structural model demonstrated satisfactory fit (CMIN/DF = 2.68, GFI = .924, CFI = .948, RMSEA = .059). Causal conditions significantly predicted the core phenomenon (β = .41, CR = 5.862), contextual conditions significantly predicted the core phenomenon (β = .32, CR = 4.731), the core phenomenon significantly predicted strategies (β = .52, CR = 7.143), intervening conditions significantly predicted strategies (β = .27, CR = 3.984), and strategies significantly predicted consequences (β = .61, CR = 8.526). The model explained 68% of the variance in the core phenomenon, 72% in strategies, and 76% in consequences.

Conclusion: Organizational hope in schools is a multidimensional organizational capacity shaped by leadership, culture, trust, participation, contextual conditions, and supportive mechanisms, and it contributes to improved well-being, commitment, performance, resilience, and organizational sustainability through hope-oriented strategies.

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