Identifying the Key Components Associated with Spiritual Vitality in the School Context
Keywords:
Spiritual Vitality, Grounded Theory, School, Core Phenomenon, StudentsAbstract
Purpose: The present study aimed to identify the key components associated with spiritual vitality in the school context and to develop a conceptual model explaining this phenomenon based on the perspectives of educational experts.
Methodology: This qualitative study was conducted using a grounded theory approach. The study population consisted of educational specialists, educational psychologists, school counselors, educational administrators, and university faculty members in Kermanshah, Iran. Participants were selected through purposive and theoretical sampling until theoretical saturation was achieved. A total of 24 experts participated in the study. Data were collected through in-depth semi-structured interviews and analyzed using Strauss and Corbin’s systematic grounded theory method, including open, axial, and selective coding procedures.
Findings: Data analysis resulted in the extraction of 412 initial concepts, 186 open codes, 32 subcategories, and 8 major categories. The major categories included spiritual school leadership, spiritually oriented teachers, cultural and value-based school climate, positive human relationships, educational and developmental programs, school belongingness, personal growth and self-awareness, and the outcomes of spiritual vitality. The findings revealed that positive human relationships, spiritually oriented teachers, and spiritual school leadership were the most influential factors contributing to spiritual vitality. The paradigm model demonstrated that spiritual vitality is shaped by causal, contextual, and intervening conditions and is enhanced through strategies such as strengthening interpersonal relationships, implementing meaningful developmental programs, and promoting active student participation. These processes ultimately lead to psychological well-being, sustainable happiness, academic motivation, school belongingness, and social cohesion.
Conclusion: Spiritual vitality in schools is a multidimensional and interactive phenomenon emerging from the dynamic interplay of individual, interpersonal, cultural, and organizational factors. Establishing educational environments characterized by ethical values, positive human relationships, spiritual leadership, and meaningful developmental programs can significantly contribute to students’ psychological, social, and academic well-being.
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Copyright (c) 2025 Maryam Mohammadi (Author); Faranak Mosavi; Maryam Eslam Panah, Elham kaviani (Author)
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