Challenges and Obstacles of the Cultural-educational Functions of Schools based on the Lived Experiences of School Principals in four decades after the Islamic Revolution of Iran
The purpose of the current research is to identify the challenges and cultural-educational malfunctions of the school based on the lived experiences of school principals in the four decades after the Islamic Revolution of Iran (1358-1398) and the research is qualitative and interpretive phenomenolog...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | fas |
| Published: |
Imam Sadiq University
2023-03-01
|
| Series: | علوم تربیتی از دیدگاه اسلام |
| Subjects: | |
| Online Access: | https://esi.isu.ac.ir/article_76739_bbaa235ca430917912f3bb03e19ae2ae.pdf |
| _version_ | 1797267130332217344 |
|---|---|
| author | Leila Tanhaei Akram Goodarzi Fateme Vojdani |
| author_facet | Leila Tanhaei Akram Goodarzi Fateme Vojdani |
| author_sort | Leila Tanhaei |
| collection | DOAJ |
| description | The purpose of the current research is to identify the challenges and cultural-educational malfunctions of the school based on the lived experiences of school principals in the four decades after the Islamic Revolution of Iran (1358-1398) and the research is qualitative and interpretive phenomenology.The research tool was a semi-structured interview and the study community, including principals of girls' and boys' schools from different cultural, social and economic classes from the 22 districts of Tehran, and the samples were selected purposefully until reaching category saturation. The information has been analyzed based on Dickelman's analytical and interpretive approach at the level of open codes, components and thematic themes.The findings in the challenges and obstacles section of the functions included ten financial, religious and moral, acculturation and educational, motivational, media, executive-content, managerial, cognitive, hardware and soft structural components; Also, eight thematic components were identified by dividing common dysfunctions, including social, religious, and moral types, cultural, economic, and structural identity, and specific dysfunctions under the headings of cognitive, personal, and personality, and academic guidance. The findings of the article indicate that the trend of challenges and obstacles and cultural-educational dysfunctions of schools during the four decades in question overshadows a wide field of school cultural-educational activities and programs, and in order to face them and solve them, the vigilance of the educational leaders and strategic planning are necessary in each case. |
| first_indexed | 2024-04-25T01:11:41Z |
| format | Article |
| id | doaj.art-a78254b31b9641bcabd30182b4fd190c |
| institution | Directory Open Access Journal |
| issn | 2423-7396 2538-5461 |
| language | fas |
| last_indexed | 2024-04-25T01:11:41Z |
| publishDate | 2023-03-01 |
| publisher | Imam Sadiq University |
| record_format | Article |
| series | علوم تربیتی از دیدگاه اسلام |
| spelling | doaj.art-a78254b31b9641bcabd30182b4fd190c2024-03-10T08:00:07ZfasImam Sadiq Universityعلوم تربیتی از دیدگاه اسلام2423-73962538-54612023-03-011120659710.30497/esi.2023.243811.159076739Challenges and Obstacles of the Cultural-educational Functions of Schools based on the Lived Experiences of School Principals in four decades after the Islamic Revolution of IranLeila Tanhaei0Akram Goodarzi1Fateme Vojdani2MA degree in Educational Administration, Imam Sadiq University, Tehran, Iran.Assistant Professor, Department of Islamic Studies and Educational Sciences, Imam Sadigh university, Tehran, Iran.Associate Professor, Department of Islamic Studies, Shahid Beheshti University, Tehran, Iran.The purpose of the current research is to identify the challenges and cultural-educational malfunctions of the school based on the lived experiences of school principals in the four decades after the Islamic Revolution of Iran (1358-1398) and the research is qualitative and interpretive phenomenology.The research tool was a semi-structured interview and the study community, including principals of girls' and boys' schools from different cultural, social and economic classes from the 22 districts of Tehran, and the samples were selected purposefully until reaching category saturation. The information has been analyzed based on Dickelman's analytical and interpretive approach at the level of open codes, components and thematic themes.The findings in the challenges and obstacles section of the functions included ten financial, religious and moral, acculturation and educational, motivational, media, executive-content, managerial, cognitive, hardware and soft structural components; Also, eight thematic components were identified by dividing common dysfunctions, including social, religious, and moral types, cultural, economic, and structural identity, and specific dysfunctions under the headings of cognitive, personal, and personality, and academic guidance. The findings of the article indicate that the trend of challenges and obstacles and cultural-educational dysfunctions of schools during the four decades in question overshadows a wide field of school cultural-educational activities and programs, and in order to face them and solve them, the vigilance of the educational leaders and strategic planning are necessary in each case.https://esi.isu.ac.ir/article_76739_bbaa235ca430917912f3bb03e19ae2ae.pdfcultural-educational function of schoolcommon dysfunctionspecific dysfunctioncultural-educational challenges |
| spellingShingle | Leila Tanhaei Akram Goodarzi Fateme Vojdani Challenges and Obstacles of the Cultural-educational Functions of Schools based on the Lived Experiences of School Principals in four decades after the Islamic Revolution of Iran علوم تربیتی از دیدگاه اسلام cultural-educational function of school common dysfunction specific dysfunction cultural-educational challenges |
| title | Challenges and Obstacles of the Cultural-educational Functions of Schools based on the Lived Experiences of School Principals in four decades after the Islamic Revolution of Iran |
| title_full | Challenges and Obstacles of the Cultural-educational Functions of Schools based on the Lived Experiences of School Principals in four decades after the Islamic Revolution of Iran |
| title_fullStr | Challenges and Obstacles of the Cultural-educational Functions of Schools based on the Lived Experiences of School Principals in four decades after the Islamic Revolution of Iran |
| title_full_unstemmed | Challenges and Obstacles of the Cultural-educational Functions of Schools based on the Lived Experiences of School Principals in four decades after the Islamic Revolution of Iran |
| title_short | Challenges and Obstacles of the Cultural-educational Functions of Schools based on the Lived Experiences of School Principals in four decades after the Islamic Revolution of Iran |
| title_sort | challenges and obstacles of the cultural educational functions of schools based on the lived experiences of school principals in four decades after the islamic revolution of iran |
| topic | cultural-educational function of school common dysfunction specific dysfunction cultural-educational challenges |
| url | https://esi.isu.ac.ir/article_76739_bbaa235ca430917912f3bb03e19ae2ae.pdf |
| work_keys_str_mv | AT leilatanhaei challengesandobstaclesoftheculturaleducationalfunctionsofschoolsbasedonthelivedexperiencesofschoolprincipalsinfourdecadesaftertheislamicrevolutionofiran AT akramgoodarzi challengesandobstaclesoftheculturaleducationalfunctionsofschoolsbasedonthelivedexperiencesofschoolprincipalsinfourdecadesaftertheislamicrevolutionofiran AT fatemevojdani challengesandobstaclesoftheculturaleducationalfunctionsofschoolsbasedonthelivedexperiencesofschoolprincipalsinfourdecadesaftertheislamicrevolutionofiran |