Identifying the components of study management in secondary schools

Subject Areas : Education Management

Fatemeh Sabbagh ¹ (Educational Management Faculty of Management, Islamic Azad University, Gharb Branch, Tehran, Iran)
Saeed Alizadeh ² (Assistant Professor, Department of Educational Management, Faculty of Islamic Azad University, Tehran West Branch, Iran)
Hossein Ali Jahid ³ (Associate Professor, Department of Educational Management, Faculty of Islamic Azad University, Tehran West Branch, Iran)
Reza Sourani ⁴ (Assistant Professor, Department of Educational Management, Faculty of Islamic Azad University, Tehran West Branch, Iran)
Mahmonir Byanati ⁵ (Assistant professor, faculty Department of Industrial Management and Technology, Islamic Azad University, Tehran West Branch, Iran)

Received: 2023-12-12 Accepted : 2024-02-27 Published : 2024-03-05

Keywords: Secondary schools, Secondary Education, Keywords: curriculum research, curriculum management,

Abstract :

This study was conducted with the aim of identifying the components of learning management in secondary schools. The research method was conducted with a qualitative approach and grounded theory method. The research sample for the semi-structured interviews was 12 active experts in the field of educational management to identify the indicators of the study management model in secondary schools, who were selected in a targeted manner. The validity of the qualitative part was of construct and convergent validity and was approved. Qualitative data analysis in this study was done with the foundational data analysis method and with three stages of coding. MAXQDA software was used for qualitative content analysis. From the analysis of the qualitative data of the research, in the open coding stage, the initial conceptual codes were obtained. The findings showed that the paradigms resulting from the qualitative data analysis of the foundation are: indicators of contextual categories: indicators of encouragement and persuasion to innovation, efforts to improve skills, improving teachers' responsibility, realistic education, exploratory education, problem-solving education and critical thinking education.