Document Type : Mixed Method Research Paper
Authors
1
Department of Educational Administration, Farhangian University, Tehran, Iran
2
Department of Educational Sciences, Farhangian University, Tehran, Iran
10.22034/jsa.2026.145327.2640
Abstract
This study develops and validates a holistic, context-sensitive framework for optimizing school-based cultural events in education through a sequential exploratory mixed-methods design. The qualitative phase employed Glaser’s emergent grounded theory via semi-structured interviews with purposively selected educational managers, school principals, counselors, and students, yielding five interrelated core components: Cultural Governance (encompassing strategy orientation, goal orientation, and unified decision-making), Design and Content (needs orientation, diversification, personalization, timing, and standardization), Context and Infrastructure (school structure redesign, actor empowerment, student networking, and cultural economy), Motivation and Enhancement (motivation building, intelligent rewards, sustainable support, awareness raising, media engagement, and evaluation), and Participation and Implementation (cultural guidance, student responsibility delegation, alignment with educational life, and talent mapping). In the quantitative phase, a researcher-developed questionnaire was administered to 276 managers and 263 educational counselors (total n=539), selected using random cluster sampling. The sample size was determined using Cochran’s formula. Second-order confirmatory factor analysis within a structural equation modeling framework confirmed that these five components load significantly onto a higher-order latent construct representing cultural event optimization. Model fit indices demonstrated acceptable to excellent fit (e.g., RMSEA = 0.07, GFI = 0.98), accounting for substantial variance in the outcome. The findings underscore the need for a systemic, process-oriented, and participatory approach over fragmented interventions. This empirically grounded model provides theoretical advancement in conceptualizing cultural events as continuous flows and offers practical implications for policymakers and educators aiming to enhance the efficiency, cultural relevance, and sustained impact of school-based cultural initiatives.
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