A Phenomenological Approach to Represent the Components of School Curriculum Implementation

Proceedings of The 4th International Academic Conference on Teaching, Learning and Education

Year: 2022



A Phenomenological Approach to Represent the Components of School Curriculum Implementation

Shahrbanoo Hassani



The purpose of this study was to explain the phenomenological dimensions and components of school curriculum management from the perspective of school principals; phenomenology is qualitative research that examines and analyzes phenomena based on the experiences of others. The research participants were 16 school principals who were selected purposefully based on the criterion to be the best informants for the study. In this study, due to the purpose of the research, the type and nature of research questions, in-depth and semi-structured interview tools were used. All interviews were immediately recorded and typed, after providing the interviewees with the purpose of the research, so that the necessary feedbacks would be provided for subsequent interviews and data saturation. To analyze the data, a descriptive-analytical approach using open and axial coding was used. In this study, two main questions and several sub-questions were asked during the interview to deepen information and data saturation. ATLAS.ti 7 software was used for coding the interviews. In addition to coding, the results were also revised by technical professors and experts. A total number of 375 codes were extracted which, after removing the same codes, was reduced to 52 codes, which were categorized into 17 components, 6 categories and finally 3 main dimensions: teacher, principal, and learning environment. The results show that the high-quality performance of the dimensions and extracted components in this study resulted in the effectiveness of teaching and learning and the productivity of the teaching-learning process.

keywords: Curriculum; School Principals; Phenomenology.