نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
This qualitative study aimed to explore the characteristics, barriers, and consequences of creating progressive schools based on the lived experiences of school principals. The research was conducted with an interpretive phenomenological approach and through semi-structured interviews with 16 principals from elementary and secondary schools in Kermanshah city. Participants were selected using a criterion-based purposive sampling method, taking into account maximum diversity and achieving theoretical saturation. Data analysis was conducted using thematic analysis based on the Brown and Clark (2006) framework, and basic, organizing, and overarching themes were extracted and mapped using MAXqda software. The findings showed that the characteristics of progressive schools include fostering self-reflection and self-reliance, promoting global social awareness, commitment to equality and inclusion, educating global citizens, learner-centered education, paying attention to students' existential dimensions, using modern technology, and emphasizing skill-based and task-based learning. The barriers to establishing these schools included traditional thinking, passive attitudes, lack of models and strategies, superficiality, weak human resources, and incompatibility of programs with the local context. The consequences of establishing leading schools also included increasing technical and technological capabilities, improving students' personal and professional lives, promoting a culture of technological education, strengthening empathy and cooperation, reducing internal harmful factors, increasing interaction with the community, and continuously updating academic knowledge. This study emphasizes the necessity of overcoming cultural and structural barriers and strengthening educational leadership for the development of leading schools, and provides suggestions for future policy and research.
کلیدواژهها English
