Designing a Model for Identifying Dark Leadership Personality in the Ministry of Education

Document Type : Original Article

Authors

1 Ph.D. Student, Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran

2 (Assistant Professor, Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran)

3 Assistant Professor, Department of Public Management, Tehran Central Branch, Islamic Azad University, Tehran, Iran

Abstract

Background and Objective: With the expansion of leadership studies, the role of dark personality traits such as narcissism, Machiavellianism, and subclinical psychopathy has become increasingly prominent in organizational management. This study aims to develop a model for identifying the dark personality traits of leadership within the Ministry of Education.
Research Methodology: The research employs a qualitative methodology in terms of both data collection and execution, utilizing the thematic analysis approach to design the model. To assess the content validity of the model dimensions, CVR (Content Validity Ratio) and S-CVI (Scale Content Validity Index) indices were applied. The statistical population consisted of university professors and executive managers of the Ministry of Education, serving as a panel of experts. A snowball sampling method was used, and the process of interviewing 16 professionals led to the point where theoretical saturation was reached.
Findings: The findings led to the identification of 14 main themes and 45 sub-themes, organized into six overarching thematic categories: Machiavellianism, characterized by the abuse of power and moral disengagement; Self-centeredness, manifested in narcissism and egocentrism; Psychopathy, reflected in emotional detachment and strategic cruelty; Harassment, involving sadism and vindictiveness; Systematic Paranoia, defined by deep distrust of others, a constant sense of threat, and a rigid control-based management style; and finally, Extreme Power Hunger, which includes tendencies toward absolute control, suppression of opposition, self-glorification, sanctification of leadership status, and a strong desire to retain power over time.
Conclusion: The model’s consistency and credibility were verified during the evaluation phase, and practical recommendations were presented accordingly.

Keywords

Main Subjects

References

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Applied Educational Leadership
Volume 6, Issue 3
October 2025
Pages 15-30

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History

  • Receive Date: 14 July 2025
  • Revise Date: 29 July 2025
  • Accept Date: 08 August 2025

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