An Investigation into the Challenges Facing the Implementation of School-Based Curriculum in the Iranian Educational System

Research in the field of education in recent decades has shown that decentralized education systems perform better than educational systems that are centrally managed and organized. One of the reasons for the growing interest in decentralization in education lies in the fact that it devolves decision-making and responsibilities downwards to schools and facilitates the development and implementation of a school-based curriculum. In line with this increasing interest in school-based curricula, the present study aimed to not only identify the categories related to the implementation of the school-based curriculum but also examine the challenges facing the implementation of school-based curricula. To this end, the views of stakeholders (i.e., principals and teachers) involved in the process of implementing school-based curricula in high schools in Kermanshah, Iran, were explored. This research sought to address the following questions: 1- What are the categories related to the implementation of a school-based curriculum? 2. To what extent does the principals’ and teachers’ lack of awareness impede the implementation of a school-based curriculum? 3- To what extent does principals’ and teachers’ lack of professional competence hamper the implementation of a school-based curriculum? 4. To what extent do principals’ and teachers’ esoteric beliefs hinder the implementation of a school-based curriculum? 5. To what extent does the lack of financial resources and educational facilities of schools affect the implementation of school-based curricula?

This research utilized an exploratory-sequential design with an instrument development model. The statistical population included official documents, regulations, instructions, and by-laws in the qualitative section and teachers and principals of high schools in Kermanshah in the academic year of 1401-1400 in the quantitative section. The sample size consisted of 50 principals and 100 teachers who were randomly selected. Qualitative content analysis was used as a tool in the qualitative part of the study, and a researchermade questionnaire was used to collect the quantitative data. Qualitative data were analyzed using thematic networks while quantitative data was analyzed by independent t-test and the Friedman test Results Findings showed that the absence of institutionalized organizational culture, lack of financial resources and required hardware, the absence of an appropriate legal mechanism, lack of specialized skills and ability in principals and teachers to implement a school-based curriculum, the absence of rules and regulations for the implementation of school-based curricula, and lack of knowledge, awareness, and training on the part of principals and teachers in the implementation of school-based curricula were among the identified challenges facing the implementation of school-based curricula in the education system of Iran. Overall, the results showed that the attitudes toward school-based curriculum planning were positive, but it is necessary to address the challenges by adopting coherent policies and effective strategies.

Decentralization, as one of the solutions to tackle the current problems besetting educational systems, should be considered by education policy-makers. In this regard, attention should be paid to various types of decentralization, especially the school-based curriculum. In order to implement a school-based curriculum, its respective culture should be institutionalized in the education system at the school level. To achieve this, education system decision-makers have to foster the development of a culture that renders it not only possible but also necessary to benefit from the creativity of teachers and principals in implementing the school-based curriculum.