Maher Institute Inc Iranian Journal of Neurodevelopmental Disorders 3115-848X 4 2025 09 23 Development and Validation of a Teacher Self-Regulation Model Based on Self-Efficacy, Resilience, and Spiritual Intelligence in Girls’ Upper Secondary Schools in West Azerbaijan Province Development and Validation of a Teacher Self-Regulation Model Based on Self-Efficacy, Resilience, and Spiritual Intelligence in Girls’ Upper Secondary Schools in West Azerbaijan Province 1 12 EN Journal Article 2025 03 08 <p><strong>Purpose: </strong>This study aimed to develop and validate a comprehensive model of teacher self-regulation based on the predictive roles of self-efficacy, resilience, and spiritual intelligence among female secondary school teachers in West Azerbaijan Province.</p> <p><strong>Methods and Materials: </strong>This applied, exploratory research employed a mixed-methods design. In the qualitative phase, data were collected from 15 academic experts in education and psychology through semi-structured interviews and analyzed using inductive content analysis. The identified themes formed the basis for constructing the Teacher Self-Regulation Questionnaire. In the quantitative phase, data were gathered from 364 female high school teachers using validated instruments measuring self-regulation, self-efficacy, resilience, and spiritual intelligence. The measurement model was evaluated using confirmatory factor analysis (CFA), and the structural model was tested through structural equation modeling (SEM) using SPSS-25 and AMOS-24.</p> <p><strong>Findings: </strong>Results indicated that teacher self-regulation had a significant direct effect on self-efficacy (β = 0.355, p &lt; 0.001), resilience (β = 0.504, p &lt; 0.001), and spiritual intelligence (β = 0.192, p &lt; 0.001). Self-efficacy significantly mediated the relationship between self-regulation and both resilience (indirect β = 0.093, p &lt; 0.001) and spiritual intelligence (indirect β = 0.146, p &lt; 0.001). The total effect of self-regulation on resilience and spiritual intelligence was also significant (β = 0.597 and β = 0.338, respectively; p &lt; 0.001). Model fit indices confirmed acceptable structural validity (χ²/df = 2.93, CFI = 0.944, GFI = 0.911, RMSEA = 0.073).</p> <p><strong>Conclusion: </strong>The findings support a multidimensional model in which teacher self-regulation serves as a central mechanism influencing self-efficacy, resilience, and spiritual intelligence.</p> https://www.maherpub.com/index.php/jndd/article/download/545/432