The present study aimed to validate a paradigmatic model for developing managerial characteristics in secondary school students using structural equation modeling. This applied study employed a quantitative descriptive–survey design. The statistical population consisted of 1,848 secondary school teachers in Kahrizak, from whom 319 participants were selected through stratified random sampling based on the Morgan table. Data were collected using a researcher-developed questionnaire containing 96 items measured on a five-point Likert scale. Face validity was confirmed by experts, and convergent validity, composite reliability, and Cronbach’s alpha were examined within the framework of partial least squares structural equation modeling. Data analysis was conducted using SPSS-26 and Smart-PLS software. Structural model results indicated that contextual conditions exerted the strongest effect on the central phenomenon (path coefficient = 0.652). Causal conditions (0.164) functioned as initiators, while intervening conditions significantly regulated strategy formation. Strategies demonstrated the strongest direct impact on outcomes (0.586). The coefficient of determination was 0.861 for the central phenomenon, 0.531 for strategies, and 0.343 for outcomes, reflecting moderate to very strong explanatory power. The overall goodness-of-fit index (0.600) confirmed the adequacy of the proposed model. The proposed model demonstrates strong theoretical coherence and empirical validity and can serve as a systematic and evidence-based framework for guiding the development of managerial characteristics among secondary school students.