The Identifying and structural analyzing Good Governance drivers in Iran’s Education System using cross-impact analysis approach

Subject Areas : Education

Hasan Bandi Hasanbandi ¹ (Graduated Student, Educational Administration, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Iran)
Hamid Farhadi Rad ² (Associate Professor, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran)
Gholam Hosein Rahimidoost ³ (Assistant Professor, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran)

Received: 2021-06-17 Accepted : 2022-08-24 Published : 2022-06-22

Keywords: Social trust, good governance, Cross-Impact Analysis, Educational system administration,

Abstract :

Introduction: The management of educational systems underwent fundamental changes in the late twentieth century. The factors such as information technology, knowledge-based economics, and globalization intensified the trend toward a desirable model for organizational management. Good governance is one of these approaches that can be a good solution for the complex problems of the 21st-century in educational organizations. Therefore, the main purpose of this study was to identify and analyze the drivers of good governance in the Iranian Education System using cross-impact analysis, which is a method in future studies. research methodology: The study population was experts in the field of educational sciences and, 21 participants were selected purposefully via the model of desirable cases. The drivers of good governance were reviewed in related studies and categorized into 30 factors and, after two rounds of the Delphi, were summarized into 18 variables. The final matrix after re-scoring by the participants was analyzed using Mick Mac software. Findings: The cross-impact analysis effectiveness diagram indicates the instability of the educational system to achieve good governance. The results showed that social trust is the main factor in creating a good governance model in the Iranian Education System. Based on the research results, the eighth factors are the key driver of good governance. These factors included: social trust, transparent rules, adherence to democratic rules, information technology management, collective participation, stakeholder monitoring of schools, the penetration of virtual networks and, empowerment of stakeholders. Conclusion: These factors had the highest impact on direct and indirect effects. In other words, by creating and making optimal use of the above eight factors, we can hope that good governance in education will be implemented and institutionalized.    

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