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The aim of this study was to design and validate a model of team building competencies for school principals'. The research population consisted of those who had experience in team building. After reviewing studies, a number of specialists in the field of educational management, school principals and experienced teachers were selected as the statistical population. Through purposeful theoretical sampling and considering the theoretical saturation, 30 of them (10 university lecturers, 10 principals and 10 teachers) were interviewed. Since the purpose of the research was specific and included specified questions, the research tool was a semi-structured interview. The validity and reliability of the interview list were evaluated by the methods of content validity ratio and review by a colleague and the results showed the appropriate validity and reliability of the interview form. Brown and Clark (2006) contextual analysis were used to analyze the data. To evaluate the reliability of the results, the peer review method was used with the percentage agreement method. The reliability of the results was reported to be 0.91. Finally, eight Team building competencies of school principals were discovered and extracted, which are:1) Team building; 2) Determining the mission, goals and expectations of the team; 3) Designing and compiling the structure and program of the team; 4) Providing team resources; 5) Performing team tasks and solving its problems; 6) team supervision and feedback; 7) Training and empowering the team in the context of creating new challenges and 8) Maintain the team.