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Elucidating the Role Conflicts of School Principals in a Field of Multiple Forces: A Qualitative Study on the Simultaneous Management of Festivals, University Entrance Exams, and Pedagogical Objectives | ||
| School Administration | ||
| دوره 14، شماره 2، مهر 2026، صفحه 137-154 اصل مقاله (499.96 K) | ||
| نوع مقاله: Qualitative Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/jsa.2026.145358.2641 | ||
| نویسندگان | ||
| Hossein Paknejad* 1؛ Mohammad Narimani2؛ Seyfullah Aghajani3؛ Akbar Atadokht3 | ||
| 1Ph.D. student of psychology ,Department of Psychology,University of Mohaghegh Ardabili, Ardebil, Iran. | ||
| 2, Department Of Psychology, Faculty Of Education And Psychology, University Of Mohaghegh Ardabili, Ardabil, Iran | ||
| 3Department Of Psychology, Faculty Of Education And Psychology, University Of Mohaghegh Ardabili, Ardabil, Iran | ||
| چکیده | ||
| Objectives: This research aimed to elucidate the lived experiences of school principals regarding role conflicts arising from the simultaneous management of three opposing forces—festivals, university entrance exams (Konkour), and pedagogical objectives—and to identify their strategies for navigating this field of forces. Methods: This study was conducted using a qualitative methodology with a descriptive phenomenological approach. Participants included 17 senior high school principals from Markazi Province, selected through purposeful sampling with maximum variation. Data were collected via in-depth, semi-structured interviews and analyzed using the Colaizzi method. Findings: Data analysis led to the extraction of five main themes: Educational Schizophrenia (feelings of role duality), Konkour as the Dominant Field Monster, Festivals as a Carnival of Showcasing Success, Strategies for Survival (including integration, negotiation, and creating hidden priorities), and Burnout and Hope. Framed within Bourdieu's field theory, the findings revealed that the "symbolic capital" derived from Konkour and festivals has dominated authentic educational "cultural capital." Conclusion: Principals are caught in a field of opposing forces that challenge their professional identity. However, they act as "intelligent agents" who engage in resistance through creative strategies. Without structural reforms in the evaluation system and a reduction in the hegemony of the Konkour discourse, these conflicts will persist. | ||
| کلیدواژه‌ها | ||
| School Leadership؛ Role Conflict؛ Konkour؛ Student Festivals؛ Pedagogical Objectives | ||
| مراجع | ||
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