Identification of the Components of Occupational Perfectionism among Managers of the Education Organization in Kermanshah Province

Abstract

This study aimed to identify and explain the components of occupational perfectionism among managers of the Education Organization in Kermanshah Province. This qualitative study was conducted using a grounded theory approach. The participants consisted of 15 experts and managers affiliated with educational management in Kermanshah Province, who were selected through purposive sampling based on expertise, managerial experience, research background, and familiarity with the administrative structure of the Education Organization. Data were collected through semi-structured interviews, and the interview process continued until theoretical saturation was achieved. The data were analyzed through open, axial, and selective coding. To enhance the credibility and trustworthiness of the findings, participant feedback, review of extracted concepts, and qualitative validation procedures were applied. The inferential findings indicated that occupational perfectionism among educational managers is a multidimensional and dynamic construct that can be explained through a paradigm model. The causal conditions included striving for excellence, need for approval, rigid standards, goal orientation, concern over mistakes, perceived family pressure, and rumination. The contextual conditions consisted of order and organization, a culture of social approval, educational and family background, personal discipline, and organizational rules. The intervening conditions included organizational structure, workplace climate and culture, time pressure, work transition, and moderating personality traits. The main strategies identified were stress management, self-awareness training, acceptance of limitations, improvement of interpersonal relationships, increased flexibility, time management, and focus on long-term goals. The consequences of the model were dual in nature. Adaptive perfectionism led to improved managerial performance, increased productivity, attention to detail, and organizational excellence, whereas maladaptive perfectionism was associated with job burnout, anxiety, chronic stress, reduced self-confidence, interpersonal conflicts, lower job satisfaction, and turnover intention. The results showed that occupational perfectionism in educational management is not a fixed personal trait, but a phenomenon shaped by the interaction of individual, organizational, and supportive factors. When accompanied by organizational support, self-awareness, and effective coping strategies, perfectionism can contribute to professional excellence and improved performance. However, in the absence of support and under rigid evaluative systems, it may become a source of burnout, psychological pressure, and reduced managerial quality. Therefore, revising performance evaluation systems, strengthening organizational support, and providing training in self-awareness and stress management are essential for educational managers.