Designing a Theoretical Framework for Safe Schools in Iranian Education: A Qualitative Research

Subject Areas : Education

mansooreh keshvari ¹ (PhD Student, Department of Educational Management, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran.)
mahboubeh soleimanpouromran ² (Assistant Professor, Department of Educational sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran)
behrang esmaeili shad ³ (Assistant Professor, Department of Educational sciences , Bojnourd Branch, Islamic Azad University, Bojnourd, Iran)

Received: 2020-12-06 Accepted : 2022-07-15 Published : 2022-06-22

Keywords: education, Content analysis, Safe school, psychological-physical components, educational-curricular components,

Abstract :

Introduction:
The purpose of this study was to investigate and identify the components of safe schools that can be used as a guide for school principals and decision makers in the field of education. The research was conducted qualitatively using content analysis method
research methodology:
Data were collected and related topics were extracted using semi-structured interviews with experts in this field. Participants were selected using purposive sampling method and theoretical saturation criteria, based on which 15 professors and specialists in the field of education and architecture were selected. To obtain data validity and validity, two methods of reviewing participants and reviewing non-participating experts in the research were used. Data were analyzed by content analysis.
Findings:
 A model for safe schools with two main components called 1- Psychological-physical components with organizing themes: mental security, physical security, behavioral security, social security; With 17 basic themes and 4 organizing themes and 2- educational-curricular components with organizing themes: Physical security, welfare security and educational security with 3 organizing themes and 8 basic themes identified and matched the related themes.
Conclusion:
 by using the components of safe schools in schools, students can engage in discussion and learning away from physical, psychological, etc., as well as welfare problems and difficulties caused by facilities and equipment.
 

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