Provide a perceptual framework to explain the effects and consequences of the hidden curriculum of junior high school using data foundation theory

The aim of this study was to investigate the effects consequences of the hidden curriculum of the first year of high school in order to present a model. The research method was mixed or combined method. Thus, in the first part, by analyzing the data of the foundation, the dimensions and components the effects of the hidden curriculum have been identified and in the second part, their validation has been done by a descriptive survey method. The statistical population in the first part was teachers and elites and in the second part were all principals and teachers of non-governmental first secondary schools in Tehran. In the quantitative part, the number of interviewees was 15 and in the quantitative part, 384 samples were estimated using Morgan table and selected by cluster sampling method. The research tool in the first part is a semi-structured interview and in the second part, a researcher-made questionnaire based on the dimensions and extracted components from the perspective of various experts whose face and content validity has been confirmed by academic experts after the study. The reliability of the questionnaire during the calculation of Cronbach's alpha coefficient was equal to 0.90. In the qualitative analysis of the findings, a paradigm was used and in the quantitative analysis of the data, the path analysis method was used. The results showed the effects and consequences of the hidden curriculum, including causal conditions; the environment contextual conditions were the intervening mediating conditions, the central categories, the strategies and the consequences.