Presenting a Change Management Model in the Structure of the Iranian Education System
Keywords:
Change Management, Education System, IranAbstract
The objective of this study was to develop a localized model for managing change within the structure of the Iranian education system. This qualitative study used the grounded theory approach. Data were collected through semi-structured interviews with senior educational managers. Purposive and snowball sampling continued until theoretical saturation was reached. Credibility and reliability were ensured through participant checking, expert review, and precise transcription of interviews. Data analysis proceeded through open, axial, and selective coding to construct the final model. Analysis resulted in 177 open codes, 49 axial codes, and 17 selective codes. Six major components emerged: causal conditions (change facilitators, stakeholder participation, goal-setting, assessment of the current state), central phenomenon (professional development and organizational culture aligned with change), contextual conditions (strong leadership, organizational collaboration, readiness for change), intervening conditions (appropriate change strategies and related regulations), strategies (awareness-building, effective communication, comprehensive change roadmap, skill enhancement), and outcomes (improved educational quality, enhanced organizational flexibility, increased stakeholder satisfaction). The study concludes that effective change management in the education system requires an integrated framework that aligns organizational conditions, strategies, and outcomes. The proposed model offers practical guidance for policymakers and educational leaders aiming to enhance adaptability, instructional quality, and stakeholder satisfaction.
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Copyright (c) 2025 Azad Noorbaksh (Author); Narges Hasanmoradi; Fatemeh Ahmadbaegi (Author)
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