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hamidi I, beheshti S, vakili N. (2026). Identifying the Components of Educational Development Practice in Iranian Schools: A Qualitative Study. Journal of Childhood Health and Education. 7(1), doi:10.32598/JECHE.7.1.438.1
URL: http://jeche.ir/article-1-389-en.html
URL: http://jeche.ir/article-1-389-en.html
1- Faculty of Islamic Education, Tehran University of Science and Research, Iran.
2- Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
3- Department of History and Philosophy of Education, Faculty of Educational Sciences, Islamic Azad University of Tehran, Iran.
2- Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
3- Department of History and Philosophy of Education, Faculty of Educational Sciences, Islamic Azad University of Tehran, Iran.
Abstract: (4 Views)
Effective development-based education plays an indispensable role in improving the quality of schools, so identifying the components of educational development practice can play an important role in improving the quality of education at the national level. Accordingly, the present study was designed with the aim of identifying the components of educational development practice in Iranian schools. The research approach was qualitative, phenomenological, and the study data was collected using semi-structured interviews. The research participants included school teachers, from whom twelve were selected through purposive sampling until theoretical saturation was reached. The data were analyzed using the content analysis technique. The findings extracted based on the interviews showed that the components of educational development practice in Iranian schools require attention to three main categories including human, educational, and managerial categories and fifteen subcategories.
Type of Study: Research |
Subject:
Special
Received: 2025/11/23 | Accepted: 2026/03/21 | Published: 2026/03/21
Received: 2025/11/23 | Accepted: 2026/03/21 | Published: 2026/03/21
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