Barriers And Problems In The Implementation of Educational Strategies From The Point of View of School Administrators

Document Type : Qualitative Research Paper

Authors

1 Professor, Department of Psychology, Faculty of Educational Science and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 PHD. Student, Department of Psychology, Faculty of Educational Science and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

10.22034/jsa.2023.62999

Abstract

Research aims to identify barriers and problems in educational strategies implementation in schools. The current study is qualitative with an interpretive phenomenological approach. For the interview, the participants were selected by the purposive sampling method. The criteria for participating in the interview were managers' willingness to express their opinions on the research subject. The sampling process ended when data saturation was reached during the interview. Paul Colaizzi's method was used for data analysis. First, analysis data collection was continued until saturation. Several vital sentences were extracted and formulated. Participants' opinions were kept, making data reliability and their ability to be verified possible. After analyzing the findings, school problems and barriers were categorized into four categories: financial and credit, human resources, system problems, and multiple tasks. Components: lack of per capita, wear and tear of buildings, equipment, a debt of energy carriers, lack of allocation of specialized teachers, new teachers, reduction of cooperation and assistance of parents, forced teaching of administrative staff, the unwillingness of students, lack of allocation of staff based on the organizational chart, The number of sites and their continuous changes, textbook registration system, pre-registration, the existence of various projects and ceremonies, repetitive and voluminous circulars, intervention of unrelated organizations and departments were among the most critical challenges of school management

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References

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History

  • Receive Date: 29 November 2022
  • Revise Date: 04 November 2023
  • Accept Date: 21 July 2023

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