Analyzing the Cultural and Social Drivers of Self-Governance in the First Secondary Schools of Ahvaz City in Order to Provide aModel

The purpose of this research was to analyze thecultural and social drivers of self-governance in the firstsecondary schools of Ahvaz city in order to provide a model.

The research method wasqualitative. In the qualitative part, determining the drivers ofschool self-governance to present the model with 18 experts inthe field of school self-governance in the city of Ahvaz usinga semi-structured interview approach, and the results of thispart were analyzed and interpreted with the coding method ofCorbin and Strauss (2001). which finally led to thepresentation of the initial research model.

The findings of this research in the qualitative partof the drivers of school self-management in five drivers,including economic drivers (1- attracting the participation offamilies, institutions and organizations, 2- government supportand budget, 3- cost and income management and 4- incomegeneration schools), drivers of policy and decision-making (1-decentralization, 2-determining the limits of authority andresponsibilities, 3-revision, amendment and approval of laws),drivers of facilities and equipment (1-educational space, 2-hardware and software equipment), drivers of knowledge andinformation (1-Training of managers and teachers andbeneficiaries 2-Knowledge of educational management 3-Knowledge of experts) and cultural and social drivers (1-Culturization and awareness of families about educationalissues 2-Responsibility of executive agents 3-Using culturalinstitutions for awareness ) identified.

Cultivation and awareness of families abouteducational issues is one of the main elements of parents'participation in school issues. The participation of parents andthe main elements of the school in the management of schoolaffairs makes them have a positive attitude towards the schooland the role of the teaching staff in the growth and educationof their children.