Analyzing the Lived Experience of Principals and Teachers of the Opportunities and Challenges of the KARAMAD Plan (the Empowering School  Providing Solutions to Its Challenges

Izan, Mohsen; Ahmadialiabadi, Afsaneh

Analyzing the Lived Experience of Principals and Teachers of the Opportunities and Challenges of the KARAMAD Plan (the Empowering School Providing Solutions to Its Challenges

Document Type : research paper

Authors

¹ PhD in educational management, faculty of humanities and social sciences, University of Kurdistan, Sanandaj, Iran

² MA in educational management, faculty of psychology and educational sciences, Payame Noor University, Urmia, Iran

Abstract

The aim of this study was to analyze the perceptions and lived experience of principals and teachers of the opportunities and challenges of the KARAMAD Plan (the empowering school) in primary schools and to provide solutions for effective implementation of the plan and overcoming its challenges. This research was conducted in a qualitative manner with a data-driven approach based. The potential participants included managers and teachers of schools in the West Azarbaijan Provinc. Using the purposeful sampling method, semi-structured interviews were conducted with 10 school managers and 20 teachers who had a history of participating in the project. The data were validated using two methods: review of participants and review of non-participating experts in the study. The data were analyzed inductively and with theoretical coding method. The findings obtained from the interviews with the principals and teachers were classified into 5 categories: 1) Scientific and educational needs assessment of teachers, 2) Developing the responsibility of teachers in enhancing their professional competencies, 3) Professional growth and development of teachers, 4) Improving the quality of the teacher education system, 5) Strengthening the identity of the school and its pillars in empowerment. Four central categories were extracted from the challenges and problems experienced by the principals and teachers: 1) The prevailing psychological and environmental atmosphere, 2) Providing various resources, 3) Activity planning, 4) Evaluating project actions. Also, in the analysis of the solutions and proposals of managers and teachers, 4 key categories were obtained: 1) Economic infrastructure; 2) Technological infrastructure; 3) Cultural infrastructure; 4) Organizational support.

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