Designing a Model of Influential Factors in Institutionalizing Social Participation in Schools

Abstract

This study aims to design a model of the factors influencing the institutionalization of social participation in urban schools using a qualitative approach. The research employed a qualitative methodology based on grounded theory. Nineteen participants, including school principals, teachers, educational experts, and active parents from Tehran schools, were selected through purposive sampling. Data were collected via semi-structured interviews and continued until theoretical saturation was achieved. Data analysis followed open, axial, and selective coding using NVivo software. The analysis revealed three core categories: Institutional Infrastructure of the School (participatory leadership, transparent decision-making, distribution of authority), School Social Capital (mutual trust, identity cohesion, effective communication networks), and Participatory Culture in Schools (participatory upbringing, behavioral modeling, valuing participation). These categories formed a conceptual model explaining the interaction of various factors in institutionalizing social participation. The results indicate that institutionalizing social participation in schools is a multidimensional process requiring simultaneous attention to structural, cultural, and social aspects. The proposed model provides a practical framework for educational policy design and enhancing social capital in schools.