Background and Objectives:

In the modern educational system, principals and educational deputies play a central role in guiding educational quality and creating an effective learning environment. Professional well-being and professional dynamism are key factors influencing the performance and growth of this group. The research main objective was to analyze the relationship between professional well-being and professional dynamism with the personal development of principals and deputies of the Education Departments of Sari (Districts 1 and 2).



Methodology:

This research was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population consisted of all 256 principals and deputies of the Education Departments of Sari city (Districts 1 and 2) in the 2021-2022 academic year, who were selected via the census method and as an accessible sample (124 men, 132 women). Three standard questionnaires were used for data collection: 1) The Occupational Psychological Well-being Questionnaire (Saffarinia et al., 2015) with 30 items and a Cronbach's alpha reliability of 0.89; 2) The Job Dynamism Questionnaire (Kazemi et al., 2018) with 15 items and a reliability of 0.84; and 3) The Personal Development Questionnaire (Irani et al., 2020) with 20 items and a reliability of 0.87. The face and content validity of the instruments were confirmed by 10 experts. Data were analyzed using SPSS25 software through descriptive and inferential statistics.



Findings:

The findings showed a positive and significant relationship between professional well-being (r = 0.334, p = 0.000) and professional dynamism (r = 0.573, p = 0.000) with personal development. Regression results indicated that these two variables collectively explain 37.8% of the variance in personal development, and the contribution of professional dynamism (β = 0.527) in predicting personal development is significantly greater than that of professional well-being (β = 0.228).



Conclusion:

The findings confirm that the Sari Education Departments principals and deputies possess desirable levels of well-being, dynamism, and personal development. Specifically, professional dynamism, as the personal development strongest predictor, plays the primary driving role in the continuous principals' growth. This highlights the necessity of fostering an organizational culture that is learning-oriented, encourages innovation, and supports career mobility.