A comprehensive cultural map and the implementation of its related programs are one of the important tools for creating change in the education system, which directly and indirectly leads to organizational cultural growth, individual cultural development and social cohe
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A comprehensive cultural map and the implementation of its related programs are one of the important tools for creating change in the education system, which directly and indirectly leads to organizational cultural growth, individual cultural development and social cohesion of education. The purpose of the present research is to develop a conceptual model of the comprehensive cultural map of the education system. The present study was a qualitative research that was carried out using a strategy based on the data theory of the foundation. In this regard, using a targeted approach and applying theoretical saturation, Semi-structured interviews with 15 people (7 faculty members specializing in educational management bases. Ophthalmology was conducted by the Chiefs of Education and 3 school administrators). In order to obtain the validity and validity of the data, two methods of reviewing the participants and reviewing non-participating experts in the research were used. The results of the data analysis during three selected coding, axial coding and open coding represent 16 general categories. This paper presents the findings of the research in the framework of the paradigmatic model including: Phenomenon (Values, Basics, Principles) of causative factors (macro factors, organizational conditions, Family personal factors) Interventive factors (national and public culture, laws and politics) Contextual factors (organizational culture, organizational support atmosphere Strategies (adopting a strategy for institutionalization, comprehensive participation, development of cultural infrastructure) and the consequences of a comprehensive cultural map (organizational culture fluctuations, individual cultural development, and social cohesion) have been analyzed.
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