Phenomenological study of difficult experiences of school principals

Subject Areas : Education

Mohammad Razmian ¹ , sadegh maleki avarsin ² , jahangir yari haj atalo ³

1 - PhD candidate in Educational Management, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Associate Professor of Educational Management, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - Assistant Professor of Educational Management, Tabriz Branch, Islamic Azad University, Tabriz, IranAzad University, Tabriz, Iran

Received: 2021-09-06 Accepted : 2022-03-07 Published : 2023-06-22

Keywords: school, School Principals, Difficult experiences, Principals' challenges,

Abstract :

Introduction: The present research has studied the difficult experiences of primary school principals in Urmia with a qualitative approach. research methodology: The method used was descriptive phenomenology. The researcher used thematic analysis method to analyze the data, thus identifying 88 difficult experiences of primary school principals and in the areas of students, parents, educators, school management, offices and educational districts, upstream and class decision makers. Were classified. In order to meet the objectives of the research, hierarchical analysis, Friedman test and t-test were used. The results showed that the student domain with a coefficient of 0.318 has the highest priority and the upstream domain with a coefficient of 0.078 has the lowest priority. Also, the index of "dependence of many projects on specific people and their silence after changing the position of the owner of the idea" was among the experiences with the highest priority and the index of "multiple circulars and plans for implementation at the school level" were among the experiences with the lowest priority. In this study, the status of all indicators except a few indicators such as lack of motivation and apathic of teachers to the education process were more favorable. Findings: The results and findings of this study emphasized the need to pay attention to the difficult experiences of school principals and try to meet the challenges of school principals, as well as the importance of documenting and benefiting from the experiences of school principals.  

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