Identifying the Developing Factors of Academic Emphasis Culture in Tehran Schools: Phenomenological Study

The culture of academic emphasis is one of the cultures at school, where teachers put collaborative methods on the agenda. The purpose of this study was to identify the factors that make and develop the culture of academic emphasis culture in Tehran schools in school year of 2017-2018. This study was carried out in a qualitative method of phenomenological type. The sample for this study consisted of 24 experts and educators who were interviewed with semi-structured interviews, so that the data gathered based on theoretical saturation. In order to analyze the data, the “NVivo 10” software has been used. Findings of this study indicated that the four factors play the most role in academic emphasis culture in schools. These factors were: "the quality of educational activities" had the highest score, and in the first place, "constructive feedback" in the second place, "the quality of educational environment" in the third place, "mental and job security" was in the fourth place. Therefore, in order to grow the culture of academic emphasis in schools, all identified factors in schools must be developed in a coordinated way, since achieving a teacher's academic emphasis culture requires the development of a system that needs to be carefully planned and should be compatible with the needs of the community.