Background and Objective: The teacher ranking system, through creating job incentives and enhancing professional competencies, leads to improved performance and increased educational quality. However, designing a coherent mechanism for human resource governance in this arena is essential. The aim of this study was to design a human resource governance model with an emphasis on the teacher ranking system in education.
Methodology: This applied research with a qualitative approach was based on the systematic grounded theory of Strauss and Corbin. Data were collected through purposive interviews with 11 experts and specialists and analyzed using three-stage open, axial, and selective coding in MAXQDA software.
Findings: Data analysis showed that causal conditions include external pressures, systemic deficiencies, and managerial inefficiency. Contextual conditions encompass macro infrastructures, prevailing laws, and the dominant culture, while intervening conditions consist of financial and bureaucratic constraints, influential groups, and cultural challenges. The identified strategies are: smart and sustainable regulation, establishment of a multidimensional evaluation system, a participation and accountability structure, international collaboration, regulation of transfer and placement, and strategic regulation of livelihood. The consequences of the model include the strengthening of teachers' social capital, transformation of educational quality, and equitable organization of human resources in education.
Conclusion: The resulting model provides a systematic, coherent framework for understanding and improving human resource governance in the educational system. This model can serve as a basis for precise policymaking in the effective implementation of the teacher ranking system and, consequently, the sustainable enhancement of educational quality in the country.