Purpose: The aim of this study was to explain the emerging theory of Iranian invisible school management.
Materials and Methods: In terms of methodology, a qualitative approach of the foundation data type was preferred. Experts, experts and specialists in school administration were defined as the reference community and the main source of this research. Accordingly, 10 experts, professors of educational sciences and educational management with school management experience were purposefully selected in terms of theoretical saturation, and voluntarily accepted the invitation to participate in this study. The method and tool of data collection was centralized group discussion. To extract the data, text-based and note-based analysis strategies combined with analytical analogy were used. The analysis of the extracted data was performed according to the instructions provided by Strauss and Corbin.
Findings: The results showed that the constructs of "network entanglement deformity", "full of possibilities, unexpected and transformative", "production of tangible and pragmatic knowledge", "emergence of transtemporality and meta-space and semantic hypertext", "proximity to phenomenological reality", " "Dynamic adaptability", "tendency to balance power", "living on gray borders", "based on individualist dialogues", "continuity in self-based processes", can be used to explain the theory of "invisible school management".
Conclusion: The results of this study showed that in practice and in the real world, for a long time in the Iranian educational institution, an invisible structure has been formed and operates in the context of the obvious school, which is much more powerful than the obvious school.