The Positive Teacher: Development of a Grounded Theory Conceptual Model

The current research was conducted with the aim of identifying the emotional and social competences of teachers in the form of the conceptual model of a positive teacher. In terms of its fundamental purpose, this research was carried out with a qualitative approach and using the theory of fundamental conceptualization. The participants were university experts who were interviewed from Tehran, Khwarazmi, Allameh-Tabatabai, Shahidbeheshti, Al-Zahra and Shiraz universities. According to the criterion of theoretical saturation, after interviewing 18 participants, theoretical saturation was achieved. Data were collected through semi-structured interviews and then categories and components were extracted through open coding, central coding and selective coding. The designed framework includes causal conditions (emotional abilities, flourishing classroom design abilities, and social abilities); Intervening conditions (cognitive skills, self-transformation, self-development, intelligence, level of mental health literacy and personality); Background conditions: (family conditions, social factors, moral factors, cultural ability, school organization position and structural factors); Strategy and strategies: (policy making, planning, changing educational procedures and empowering teachers); and the consequences (raising a positive generation, positive organizational transformation and realizing the essence of teachers). In general, it can be said that the extraction of the mentioned characteristics can be used in the selection and training of teachers.IntroductionTheoretical and empirical evidence shows that positive psychology provides effective and valuable research findings in the field of teachers' well-being and mental health (Singh & Kaur., 2019). One of the important topics of this field is the emotional and social skills of teachers. The emotional and social competencies while supporting the acquisition of adaptability (Kerr et al., 2019) and effective coping with life pressures and requirements (Scott et al., 2023) and positive interactions with others (Macintyer et al., 2020) constitute importantly to the well-being and psychological health of teachers (Dreer., 2020). In this regard, Jennings et al. (2019) believe that emotional and social skills play an important role in the teaching process, and a teacher needs a full range of emotional and social skills to be effective in the classroom. In its most general form, emotional and social competencies are a se