Document Type : Research Paper
Authors
1
PhD student in Educational Administration, Department of Education, University of Kurdistan, Sanandaj, Iran
2
University of Kurdistan, Sanandaj, Iran
3
MA Student, Department of ُ Sociology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
4
Associate Professor of Curriculum Studies, Department of Education, University of Kurdistan, Sanandaj, Iran
5
Ph.D in Educational Management from Allameh Tabataba'i University,and Ph.D Candidate in Clinical Psychology, Department of Clinical Psychology, Kish International Branch, Islamic Azad University, Kish Island, Iran
Abstract
The background and objectives of this study, relying on qualitative research, represents the experiences of teachers from the implementation of the Shahab project in education in Sanandaj city. Methods: The strategy used in the present study was the descriptive narrative design proposed by Edmonds and Kennedy (2017). The research field of Kurdistan province and potential participants were all teachers of three levels in Sanandaj city, 14 of them were selected purposefully (heterogeneous) and invited to participate using a semi-structured interview protocol. Findings: The findings showed that 37% of the codes were related to the risks that made the implementation of the Shahab project difficult: the teachers stated that the weakness of human resources in terms of design and implementation, inefficient supervision, threatened the quality of Shahab project implementation. Also, 32% of the codes were related to weaknesses that made the implementation phase difficult. In addition, the teachers acknowledged that the implementation of this plan, apart from its disadvantages, in some cases has led to the connection of schools with the elite foundation, the brilliant talent office and the development of cooperation between teachers, administrators and families. In general, the findings indicated the fact that the Shahab plan in the country's
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