Identifying and Explaining the Pattern of Factors Affecting School Resilience in Elementary Schools: A Qualitative Study

Document Type : Original Article

Authors

1 PhD student, Educational Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 Professor., Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

Background and Objective: The present study was conducted with the aim of identifying and explaining the pattern of factors affecting the resilience of schools in primary schools.
research methodology: This study is applied in terms of purpose and qualitative in terms of implementation method, with a thematic analysis approach. The research field included of the study includes academic experts and sample managers and teachers of West Azerbaijan province,, who were selected as a statistical sample using a purposive sampling method of 17 people based on the principle of theoretical saturation. Research data were collected through semi-structured interviews with experts. The collected information was analyzed using the thematic analysis method in MAXQDA2020 software. To evaluate the reliability of the coded texts, both test-retest reliability and inter-coder reliability methods were employed.
Findings: The research findings showed that the model of factors affecting the formation of school resilience in the primary school are composed of eight comprehensive themes: infrastructure factors (structural safety and facilities and equipment), structural factors (dynamic structure and enabling structure), management factors (resilient leadership, management competencies and strategic planning), cultural factors (safe psychological space, learning culture and positive atmosphere), pedagogical factors (flexible curriculum and extracurricular activities), teacher agency (classroom management, effective teaching, positive organizational behavior and professional development), student resilience (resilient characteristics and social skills) and stakeholder support (support from social institutions, financial support and family participation).
Conclusion: Based on the findings of the present study, it can be concluded that resilience in elementary schools is a multidimensional and systematic phenomenon that stems from the dynamic and purposeful interaction between internal and external components.

Keywords

Main Subjects

References

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Applied Educational Leadership
Volume 6, Issue 4
December 2026

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  • Receive Date: 10 October 2025
  • Revise Date: 09 November 2025
  • Accept Date: 14 November 2025

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