Phenomenology of Leadership Challenges in Schools
Keywords:
Lived Experiences, Leadership Challenges, PrincipalsAbstract
Educational leadership in schools has faced numerous complexities and challenges in recent decades; however, a deep understanding of the lived experiences of principals in dealing with these challenges—particularly within specific cultural and social contexts—still requires further research. This need is especially critical in the educational system of Iran, particularly in Kermanshah Province, given its distinctive structural, socio-economic, and cultural conditions. The present study aimed to explore the lived experiences of school principals in Kermanshah Province regarding educational leadership challenges. Adopting a qualitative phenomenological approach, the study utilized purposive sampling to conduct in-depth, semi-structured interviews with 22 principals (15 men and 7 women) until theoretical saturation was reached. The data were analyzed using thematic analysis based on Amedeo Giorgi’s descriptive phenomenological method as adapted by Paul Colaizzi, with the aid of MAXQDA2024. The findings led to the identification of five main themes as key challenges of educational leadership: structural and policy-related challenges, organizational and cultural challenges, environmental and communication challenges, educational and pedagogical challenges, and personal and developmental challenges of principals. These themes indicate that educational leadership in Kermanshah Province is influenced by a complex combination of structural, cultural, and individual factors that can limit the efficiency and effectiveness of principals. The results show that structural and policy-related challenges are linked to weaknesses in macro-level educational policymaking and resource constraints, which hinder innovation and transformational practices in schools. Additionally, cultural and communication barriers can affect both principals’ interactions with stakeholders and the motivation of staff and students. Therefore, the findings of this study can serve as guidance for educational policymakers, supervisory bodies, and principal training centers to create the necessary foundation for enhancing the quality of educational leadership in schools through the development of supportive programs, professional empowerment, and reform of managerial structures.
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