Presenting a Media Literacy Model for Primary School Principals in Hormozgan Province: An Emergent Grounded Theory Approach

Abstract

This study aimed to develop and explain a media literacy model for primary school principals in Hormozgan Province and to identify its underlying dimensions, components, and indicators from the perspective of educational management experts. This applied qualitative study employed an emergent grounded theory approach. The research population consisted of educational management experts holding doctoral degrees and possessing scholarly publications, research experience, and professional expertise in the field. Using purposive and theoretical sampling, 15 experts were selected until theoretical saturation was achieved. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding procedures. The credibility of the findings was confirmed through expert consensus, brainstorming sessions, and content validity ratio assessment. The inferential findings revealed a comprehensive media literacy model comprising 5 major dimensions, 18 components, and 116 indicators. The identified dimensions included individual factors, educational factors, organizational and managerial factors, technology, and cultural and indigenous factors. Key components encompassed individual awareness and knowledge, information technology skills, attitudes toward media, critical thinking and analytical abilities, specialized training, organizational support, access to emerging technologies, artificial intelligence, social acceptance of media literacy, and family and community involvement. Expert prioritization demonstrated that individual factors represented the most influential dimension in shaping principals’ media literacy competencies, followed by educational, organizational-managerial, technological, and cultural dimensions. The findings indicate that media literacy among primary school principals is a multidimensional construct influenced by personal, educational, organizational, technological, and socio-cultural determinants. The proposed model provides a comprehensive framework for enhancing principals’ media competencies, improving educational decision-making, promoting responsible media engagement, and strengthening school leadership effectiveness. Sustainable development of media literacy requires continuous professional learning, technological infrastructure, institutional support, and consideration of local cultural and environmental contexts.