Developing a Conceptual Model of School Strategies for Fostering Student Responsibility

Abstract

The objective of this study was to develop a conceptual model of school strategies for fostering student responsibility based on the experiences of educational experts. This qualitative study employed thematic analysis. The participants included 20 teachers, school principals, counselors, and education specialists in Tehran, selected through purposive and snowball sampling. Data were collected using semi-structured interviews and analyzed using Nvivo software until theoretical saturation was achieved. Data credibility was ensured through participant review and peer debriefing. The thematic analysis led to the identification of three major categories: "educational structures of the school," "human and cultural interactions of the school," and "educational and learning strategies." Each category comprised various subcategories such as developing a moral vision, formative assessment, effective teacher–student communication, behavioral role modeling by staff, life skills education, project-based learning, and integrating responsibility in the curriculum. Together, these categories formed a coherent conceptual model for promoting student responsibility. The findings indicate that fostering student responsibility requires multilayered strategies at structural, cultural, and instructional levels within the school. Implementing a structured model can support educational policymakers and practitioners in designing and delivering effective moral and responsibility-based programs.