Analysis of the obstacles to the implementation of school-based management in Iran's educational system based on the interpretative structural modeling method

The purpose of the current research was to investigate the obstacles to the implementation of school-based management in Iran's educational system based on the interpretive structural modeling approach. The research method was a modeling study. The statistical population of the research was specifically the academic staff members of the university, 25 of whom were purposefully selected from the desired cases. The data collection tool was a researcher-made self-interactive questionnaire. In order to measure and evaluate the validity of the questionnaire, the criterion of content validity was used. The content validity of the questionnaire was 0.96. The data analysis was done with interpretive structural modeling method. The results of the research showed that 9 factors play a role as barriers to school-oriented management. Also, the results showed that financial obstacles (the cost of school-oriented management), socio-cultural obstacles and political obstacles (political focus on schools by the central government) as key independent variables have high influence power and low dependence. Also, the results showed that the lack of belief in the professional competence of school administrators, the lack of infrastructure facilities, the emphasis of upper management on the supervision and control of schools, and the lack of cooperation of local communities with school-based management as the linking variables with the greatest power of influence and the greatest power of dependence. and the centralism in the education system of the country and the lack of legal powers to school managers and staff as dependent variables have high dependency power and low influence power.