Recognize the components and dimensions of cultural development of schools in order to achieve an appropriate model

The purpose of this study was to investigate the components and dimensions of cultural development of schools in order to present a model of cultural development of schools. The research approach is qualitative and the data theory method of the foundation has been used. The statistical population included all principals and deputies of primary schools in Kermanshah. To collect qualitative data, 23 experienced and deputy principals and deputy principals of schools were interviewed. The sampling method was purposefully continued until the researcher reached a theoretical saturation using semi-structured interviews with sample members. In this study, in order to collect data, the library method, semi-structured interviews were used. In order to calculate the reliability, the reliability method was used between the two coders, and the results indicate the reliability and validity of the interview. Using the results of reviewing the theoretical foundations and research background and analyzing the content of interviews, the dimensions of cultural development of schools were identified and during 3 stages of open coding, axial coding and selective coding of school cultural development model in 6 main categories: causal condition ( Exploring the components and dimensions of cultural development of schools: including 3 main categories of goals, characteristics, implementation methods and 14 sub-categories), cultural development strategies, contexts, interventionist conditions and consequences of cultural development for use in schools were presented. By conducting this research, the components and dimensions of cultural development of schools are identified and a model of cultural development of schools is designed. Therefore, it will provide a reliable model of school cultural development so that education administrators and planners can use it to improve the current situation.