Identifying the approach and criteria for school enrollment (A phenomenological study in public schools in Shiraz))

Introduction and Aim: In recent years, families have been very careful in choosing their children's schools, and some are strict in this choice because they believe that making the right decision about their children's schools can put them on the path to a reputable and successful higher education. School choice is a program or policy in which parents and students are given the option to choose their child's school in order to benefit from equal educational opportunities provided by the government and to consider a variety of school approaches.In this regard, the present study aims to identify the dimensions and components of applicants' preferences in choosing a school, while creating a better understanding of the desired school for applicants, and to draw the attention of the education system to this important issue, which is to have a roadmap that can be generalized to all its schools for the qualitative development of more
schools based on the wishes and opinions of applicants.
Methodology: The present study is a qualitative study using the phenomenological method in that it is used to better understand the lived experiences of people related to the research topic. The participants in this study were 18 people (6 parents, 7 school principals, and 5 administrative experts) in the four districts of Shiraz who were involved in the student registration experience, and were selected using a purposive sampling approach and snowball method. To collect information, an interview was designed according to the research objectives and, with the approval of the experts in this field, was used in a semi-structured manner. To analyze the data obtained from the interviews with the interviewees, the thematic analysis method of Croswell and Clark was used, and the following steps were taken to analyze the data obtained from the interviews: a) Writing down the interviews b) Creating initial codes c) Separating codes outside the discussion d) Reviewing the themes e) Defining and naming the themes j) Summarizing all three categories and producing a final report. To validate the findings, the criteria of acceptability and reliability were used. Acceptability is the extent to which the results obtained can be considered correct and credible. Among the techniques of this criterion, the self-review technique by the researcher and participants during the data collection and analysis process was used, such that the initial model was reviewed several times and the modifications they considered were applied.
Finding : In this research, based on the procedural logic of the thematic analysis method, four main themes and twelve categories were finally extracted from the interview data. Academic identity: In the academic identity dimension, which includes the components of; appropriate educational space and equipment, comprehensive educational planning, and capable teachers, academic achievement is the most important concern of applicants for school registration. Cultural identity: Cultural identity can be considered the hidden function of schools that has overshadowed other school functions in the current situation. Historical identity: In the historical identity dimension, which includes the sub-dimensions of the school's history and age, school outputs in the form of well-known figures, and the degree to which the family recognizes the school. And school leadership: This dimension, which is named school leadership in the present study, includes three components; participatory management, interactions with the upper-level structure, and interactions with the family and other institutions outside the school.
Coclusion and Discussion: The results of data analysis using the procedural logic of the thematic analysis method showed that the highest frequency related to the dimensions: historical identity of the school, scientific identity of the school, cultural identity of the school and school leadership among all three groups, each of which has sub-components. The present study shows that parental preferences as well as the professional opinions of experts and school officials may explain why encouraging policies and laws approved by education departments for school selection may not necessarily lead to solving the problem of demand congestion in some schools. Because it seems that considerations in addition to academic achievement are important in this regard. In this study, the main dimensions were extracted from the semantic commonalities of the mentioned concepts among all three groups of factors related to student enrollment, and in this regard, the dimensions emphasized in introducing the selected school can be a model for making changes and upgrading schools and solving the problem of demand congestion and parents' concerns about registering their students. This study suggests that to address this challenge, education departments can reduce some of the concerns of applicants regarding the quality of education by rotating successful administrators and teachers in different schools. The formation and spread of the discourse "the best school is the one closest to the student's residence" through mass media can reduce some of the indiscriminate demands for enrollment in specific schools. Schools with low demand should plan more interactive conditions for introducing their schools. And to involve them in school affairs, gain their trust and build confidence in them, strengthen and develop various associations and organizations of parents of students in schools.