Educational Leadership Research

Abstract One of the fundamental aspects of education in Iran is its ethnic diversity, which necessitates fostering respect for different ethnic groups. This is particularly evident in school management. The present study aimed to design a management model for schools in multiethnic areas. To achieve this, a qualitative research method was employed using the grounded theory approach based on Strauss and Corbin’s framework. The research field included university professors, school principals, and teachers from multiethnic regions of Razavi Khorasan province. Data were collected through semi-structured interviews with 14 school principals, 8 teachers, and 4 university professors, selected using purposive theoretical sampling. The findings indicate that participatory and constructivist management based on multiculturalism serves as the central phenomenon, influenced by individual, organizational, and social factors. The causal conditions encompass fostering a peaceful school environment, recognizing the value of multicultural management, and establishing a supportive cultural framework. Intervening factors include participatory leadership, facilitation, and professional knowledge and awareness. The identified strategic approaches involve strengthening a culture of collective participation, enhancing managerial skills, and promoting a school-centered management approach. These findings suggest that school management in multiethnic areas should take ethnic diversity into account and facilitate the development of participatory management dynamics within these regions.