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2026, 7(1): 64-77 |
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Hamidi I, Beheshti S, Vakili N. (2026). Identifying the Components of Educational Development in Iranian Schools: A Qualitative Study. Journal of Childhood Health and Education. 7(1), 64-77. 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- Department of Educational Studies and Curriculum Planning, SR.C., Islamic Azad University, Tehran, Iran.
2- Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
3- Department of Psychology and Educational Sciences, CT.C., Islamic Azad University, Tehran, Iran.
2- Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
3- Department of Psychology and Educational Sciences, CT.C., Islamic Azad University, Tehran, Iran.
Abstract: (671 Views)
Background and Aim An effectively developed education system plays an important role in improving school quality. In this regard, identifying the factors that affect educational development can help ensure quality education. Accordingly, the present study aimed to identify the components of education development in Iranian schools.
Research Methods This is a qualitative study based on grounded theory. The data were collected using semi-structured interviews. The participants were 12 school teachers who were selected through purposive sampling until theoretical saturation was reached. The data were analyzed using thematic analysis.
Results From the interviews, three main themes (human, educational, and managerial) and 15 subthemes were extracted. The sub-themes of the human theme included: Teacher and student development; changing and correcting teachers’ and students’ perspectives; spirit of inquiry and critical thinking; strengthening the spirit of research and exploration; identifying development; and strengthening the creativity and exploratory spirit. The sub-themes for the educational theme included: examining the current educational state, defining the desired state, transformation of attitudes towards education, integrating school curricula with global trends, and in-service training. The subthemes of the managerial theme included: Managerial commitment to education, financial support, transformation of managerial mindsets, and development of a future vision.
Conclusion To develop education in Iranian schools, it is necessary to address the identified human, managerial, and educational factors simultaneously. Therefore, in future policy-making in this field, the combination of these factors should be considered.
Research Methods This is a qualitative study based on grounded theory. The data were collected using semi-structured interviews. The participants were 12 school teachers who were selected through purposive sampling until theoretical saturation was reached. The data were analyzed using thematic analysis.
Results From the interviews, three main themes (human, educational, and managerial) and 15 subthemes were extracted. The sub-themes of the human theme included: Teacher and student development; changing and correcting teachers’ and students’ perspectives; spirit of inquiry and critical thinking; strengthening the spirit of research and exploration; identifying development; and strengthening the creativity and exploratory spirit. The sub-themes for the educational theme included: examining the current educational state, defining the desired state, transformation of attitudes towards education, integrating school curricula with global trends, and in-service training. The subthemes of the managerial theme included: Managerial commitment to education, financial support, transformation of managerial mindsets, and development of a future vision.
Conclusion To develop education in Iranian schools, it is necessary to address the identified human, managerial, and educational factors simultaneously. Therefore, in future policy-making in this field, the combination of these factors should be considered.
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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