The Gap in Intended Curriculum Content of Master Degree Curriculum in Educational Administration and Existing Problems and Challenges in Iranian Schools' Administration

The purpose of this study was to analyze the intended curriculum gap of the master's degree Education Management course with respect to the challenges and problems in school management in Iran. The present study was a qualitative data type and its method was to examine the first and second questions of phenomenology and to examine the third question of thematic analysis. For semi-structured interview17 school principals were selected by available sampling method, and the intended curriculum 1372 was selected by purposive sampling. The data analysis was performed with Nvivo10 and validation was calculated using the technique of organ control and consultation with experts, and reliability was estimated by measuring the accuracy of the data and interna-subject agreement between the two coders 65%. According to the findings, the intended curriculum with 10 open source, and from 17 the final code, 12 educational component, 3 upbringing component and 2 administrative-financial component and in schools with 60 Open source code, and from 35 the final code 13 educational component 12 upbringing component and10 administrative-financial component were identified. The theoretical theme of the intended curriculum is more than its practical theme because out of 14 themes, 6 themes in applied- sciences and 8 themes in the theoretical were classified. The final results indicated the limited success of the approved curriculum in reducing school management challenges.