Diagnosing of The School Principals’ Assignment in Education System

This study aimed to find how principals have been appointed in one of the provinces of Khouzestan. A qualitative method based on Grounded theory was used. Participants were principals, teachers, safeguard and monitoring managers, assistants, instruction experts of province education, and responsible s of selecting principals who chose purposefully. 30 informed persons with 10 years of work experience were deep interviewed until reached theoretical saturation. The method of data analysis was open, radial, and selective coding. So, data collected from interviews, coding, and a category was chosen as axial of this study. Then, other categories were extracted and in the end, the paradigm pattern was structured. Based on results, legal and executive deficiencies, applicant’s motives factors, and lack of political leadership skills were recognized as causal factors. Clannishness was an axial and key category of creative undesirable conditions of selection principles. Personal factors were contextual and political forces were meddler factors. Strategies, which are used by that province education, were control and legal supervision on one hand, and on the other hand, outward paying attention to law and yielding in front of political elements; so, their consequences were inefficiency and a decrease of the educational quality of schools.