Facilitating and inhibiting Factors, Criteria and Indicators of the quality of interpersonal relationships in the Primary School Staff: A Phenomenological Study

The Present study aimed to identifying the Facilitating and inhibiting factors, Criteria and indicators related to the evaluation of the quality of interpersonal relations between the employees of primary schools. The study in terms of purpose is practical and applied with a qualitative approach and phenomenological method. The study setting was the primary schools in Bojnourd. Participants included teachers, Principals and assistants who were selected from the criterion sampling. The data are collected via semi-structured interviews and were analyzed using the Colaizzi strategy. In order to increase the credibility, transferability, dependability and conformability of the data, peer debriefing, explaining the exact details of the data collection and analysis process, and long-term immersion were utilized. A sequential review of the interviews led to the identification and classification of three social, individual and educational factors, 20 criteria and 48 indicators. The social factor was set up with 9 criteria,, Individual factor with 7 criteria,, and the educational factor was created with 4 criteria. The use of identified factors, criteria and indicators facilitates the development of measuring tools and improving the quality of interpersonal relationships in schools.