Purpose: The purpose of this research was to analyze the
cultural and social drivers of self-governance in the first
secondary schools of Ahvaz city in order to provide a model.
Materials and Methods: The research method was
qualitative. In the qualitative part, determining the drivers of
school self-governance to present the model with 18 experts in
the field of school self-governance in the city of Ahvaz using
a semi-structured interview approach, and the results of this
part were analyzed and interpreted with the coding method of
Corbin and Strauss (2001). which finally led to the
presentation of the initial research model.
Findings: The findings of this research in the qualitative part
of the drivers of school self-management in five drivers,
including economic drivers (1- attracting the participation of
families, institutions and organizations, 2- government support
and budget, 3- cost and income management and 4- income
generation schools), drivers of policy and decision-making (1-
decentralization, 2-determining the limits of authority and
responsibilities, 3-revision, amendment and approval of laws),
drivers of facilities and equipment (1-educational space, 2-
hardware and software equipment), drivers of knowledge and
information (1-Training of managers and teachers and
beneficiaries 2-Knowledge of educational management 3-
Knowledge of experts) and cultural and social drivers (1-
Culturization and awareness of families about educational
issues 2-Responsibility of executive agents 3-Using cultural
institutions for awareness ) identified.
Conclusion: Cultivation and awareness of families about
educational issues is one of the main elements of parents'
participation in school issues. The participation of parents and
the main elements of the school in the management of school
affairs makes them have a positive attitude towards the school
and the role of the teaching staff in the growth and education
of their children.