Identifying Factors Affecting Resilient Schools: Developing a Qualitative Framework Based on Grounded Theory
Keywords:
Qualitative framework, resilience, resilient schoolsAbstract
Purpose: This study aimed to identify the key factors influencing resilient schools and to develop a comprehensive qualitative framework for enhancing school resilience.
Methodology: This applied study employed an exploratory qualitative design using a systematic grounded theory approach based on the Strauss and Corbin paradigm. Data were collected through document analysis and semi-structured interviews with 14 experts, including university faculty members and senior educational administrators, selected via snowball sampling until theoretical saturation was achieved. Data analysis was conducted through open, axial, and selective coding using MAXQDA software.
Findings: The analytical process resulted in the identification of 97 indicators, 22 components, and 6 core dimensions, including the central phenomenon, causal conditions, contextual conditions, intervening conditions, strategies, and consequences. The findings indicate that school resilience emerges from the dynamic interaction of resilient characteristics of students and teachers, school leadership, curriculum content, school environment, and family context, which together form a coherent paradigmatic model.
Conclusion: The proposed qualitative framework provides a robust conceptual and practical basis for educational policymakers and school leaders to design targeted interventions aimed at strengthening school resilience, ultimately contributing to improved school effectiveness, student success, and educational quality.
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Copyright (c) 2025 Aydin Demanian (Author); Hamid Shafizadeh; Fakhrodin Ahmadi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
