Provide an educational management model for exeptional schools based on the lived experience
Publisher: name: The University Of Kurdistan
Year: 2021

description: Management is one of the most significant human beings' attempts in human\nsocial life. Human societies are composed of a set of organizations with\nvarious purposes, each of which carries out a task. The society achieves the\ndesired aims when all organizations obtain organizational objectives by\nperforming tasks and plans. The most significant factor for obtaining\neffective goals is management in all organizations. Studies have been carried\nout on the subject of lived experience in recent years; however, no studies\nhave been conducted on the lived experience of exceptional school principals.\nTherefore, the current study tried to formulate the lived experience of the\nprincipals of exceptional schools in the country with a qualitative approach in\na phenomenological study in order to investigate the experience of the\nprincipals of these schools from the management of these schools. Obviously,\ndoing the present study can reveal the point of views of the principals\nworking in this position and allow the authorities of the Exceptional\nEducation Organization to take more helpful steps within the framework of\nlaws in order to promote the management quality of exceptional schools.\nTherefore, the main objective of this research is to answer the following\nquestions: “what is the lived experience of school principals from\nmanagement in these exceptional schools and what are its themes?”\nPrincipals of exceptional school, compared to regular schools, should have\nvery suitable and corrective management because of the intense activities and\nproblems they encounter at school with students and parents, as well as dueto the physical problems of students and the control of their abnormal\nbehaviors.\nSpecial education presents one of the major challenges facing school leaders in\nthe era of comprehensive school reform. Today, Schools must provide\nstudents with disabilities appropriate access to the general curriculum and\neffective instructional support.research suggests that the principals role is\npivotal in the special education process; however, few school leaders are well\nprepared for this responsibility.\nUnderstanding what principals of exceptional school experience in management\ncan shed light on the theoretical model of educational management in\nexceptional schools that the organization management unit establishes the\nconceptual plan of educational management, strategic and operational\npolicies and programs by applying this model and relying on it. The present\nstudy intends to have a journey to the world of the minds and consciences of\nexceptional school principals and talk to them about what is the place of\nmanagement in their point of view? How do they experience management in\nexceptional schools and how do they remember the feeling of that\nexperience? What is their understanding of the management experience in\nexceptional schools and how have they lived with this phenomenon? ? This\nresearch is the qualitative researches that have been conducted on a\nphenomenological method of lived experience type. Phenomenology is one\nof the types of qualitative research methods in management and humanities.\nPhenomenology is the philosophical study of the structures of experience and\nconsciousness. This method was introduced by Edmund Husserl in the field\nof philosophy. The fundamental of this philosophy is that there is truth in\nevery experience. The underlying principles of phenomenology have a close\nrelationship with the two concepts of "return to objects" from Husserl's point\nof view and "understanding" from Max Weber's point of view. Consistent\nwith the issue that the main research question is providing a model of\neducational management in exceptional schools according to the lived\nexperience of principals; thus, the epistemological basis of the present study\nis based on the pragmatism paradigm. In the current study, the lived\nexperience of exceptional school principals was applied.\nEducational management is defined as planning, organizing, guiding,\ncoordinating, monitoring, and evaluating the educational process in general\nterms. Nevertheless, management is a social process in special terms that\nneeds the creation, maintenance, motivation, control, and unification of\nhuman and material forces that are formally and informally formed within a\nsingle system and organization to gain educational purposes and objectives.\nIn the present study, the target community is exceptional schools. Therefore, the\nexceptional school is a unit of education, upbringing and rehabilitation that is\nequipped according to exceptional students' needs and is established for at least one group of exceptional students in an educational course. Moreover, it\nis managed by a principal in terms of school configuration.\nLived experience is a direct and immediate perception that an individual\nunderstands in a certain context or situation. Thus, it is accompanied by a\nkind of immediate awareness.\nThis domain has four main aspects that are interconnected and form an\nintertwined holism and included as follows: "living body" or "lived figure",\n"lived time", "lived space" and "lived human relations". The living body\nsignifies the physical aspect of our life. Since this terrestrial body is a place\nfor our experience of the world. What we see, hear, touch, smell and taste is\nthe product of our sensory organs' understanding of the world in which we\nlive. Consequently, in the current study, lived experience is significantly\naffected by the strength and inability of its approach. The second component,\nwhich is lived time, is based on the mental experience of time. That is\ndifferent from the time when the clock measures; furthermore, by lived space\nor place, it is meant the situation where lived experiences are formed there.\nHowever, it is different from the geographical meaning of place. Since what\nmakes this aspect is reciprocal impact that a particular place has on an\nindividual's sense of being there. Moreover, the second is the effect of an\nindividual's sense of being there that gives meaning to that place. The lived\nhuman relationships that complete the fourth side of this square imply all the\nrelationships and connections that each of us has had with others throughout\nour lives and shared time and space with them.\nTherefore, research samples present their perceptions, attitudes, experiences,\nfeelings, and mental abilities in the framework of the lived grounded\nexperience. The realistic data obtained from this process present a model of\neducational management specific for exceptional schools.\nThe present study aims to provide an educational management model for\nexceptional schools based on the lived experience of principals. This research\nis a qualitative phenomenological study. The method of data collection was\nsemi-structured interview and the sampling procedure was saturated snowball\nsampling. This study examines the lived experience of principals in\nexceptional schools in Iran. This research is among the qualitative researches\nthat have been done with the phenomenological method of lived experience.\nThe data collection method was semi-structured interviews, each lasting\nbetween 30 and 45 minutes. In this study,the non probabability and\npurposeful sampling in the from of saturated snowball sampling was\nemployed. Hence 8 school principals were interviewd and saturation of data\nwas met. This study examines the narratives of a number of exceptional\nschool principals and their lived experiences during their administration. The\nresearch is narrative and belongs to the paradigm of qualitative and\ninterpretive research. The results showed that exceptional school principals with high managerial ability, complete mastery of the distinctive aspects of\nexceptional students compared to regular school students, developing some\ntraits in themselves as individual necessities and the power to use their\nexperiences during this period. can be considered capable and competent\nprincipals for exceptional schools.\nIn this study, from the lived experience of exceptional school principals,\ninterviews were conducted with 8 school principals on the sidelines of the\ngathering Based on the research findings, the components of educational\nmanagement in exceptional schools include interaction with colleagues,\nmonitoring of human resources, ability to manage financial issues, ability to\ninteract with relevant organs, understanding the conditions and needs of\nstudents, attention to scientific and educational issues of students. Attention\nto students' mental and physical needs, having certain personality traits such\nas discipline and commitment as individual needs of exceptional school\nmanagement, pursuing the issue of inclusiveness and development of\nintegrated schools, counseling and finally supporting exceptional students'\nfamilies.