Identifying Barriers to Improving the Quality of Education in Underserved Areas: A Qualitative Study

Abstract

This study aimed to identify the barriers to improving the quality of education in underserved areas of Iran based on the perspectives of teachers, school principals, and education experts. This qualitative study employed thematic analysis. Fourteen participants, including experienced teachers, school administrators, and education specialists familiar with disadvantaged regions, were selected through purposive sampling. Data were collected using semi-structured interviews and continued until theoretical saturation was achieved. Data were analyzed using NVivo software based on Braun and Clarke’s six-phase thematic analysis method. The analysis revealed three main categories of barriers: (1) Structural and infrastructural barriers, including lack of physical facilities, insufficient funding, limited educational technology, transportation problems, and centralized decision-making; (2) Human and professional barriers, including shortage of qualified teachers, low teacher motivation, inadequate professional capacity, family distrust of education, ineffective evaluation systems, and absence of counselors; and (3) Cultural and social barriers, such as family poverty, negative attitudes toward education, language challenges, population instability, and weak local engagement. Improving the quality of education in disadvantaged areas requires a comprehensive approach addressing structural, human, and cultural factors. Effective policymaking must prioritize decentralization, teacher empowerment, infrastructure development, and community participation.