Identifying the Components Contributing to Organizational Trauma in Schools: A Phenomenological Approach

Hashem Pourali; Behrang  Esmaeilishad; Mahboube  Soleimanpour Omran; Vahid   Mirzaei

Authors

Hashem Pourali Ph.D. Student, Department of Educational Sciences, Boj.C., Islamic Azad University, Bojnourd, Iran

Behrang Esmaeilishad * Department of Educational Sciences, Boj.C., Islamic Azad University, Bojnourd, Iran esmaeili@bojnourdiau.ac.ir

Mahboube Soleimanpour Omran Assistant Professor, Department of Management, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran

Vahid Mirzaei Department of Public Administration, Boj.C., Islamic Azad University, Bojnourd, Iran

Keywords:

Organizational trauma, secondary schools, teachers

Abstract

The aim of this study was to identify the components contributing to organizational trauma in schools. The research approach was applied in terms of objective and qualitative in nature, based on phenomenological methodology using Parseh’s approach. The statistical population consisted of secondary school teachers in the city of Mashhad. Through unstructured interviews conducted with 19 expert teachers, the components contributing to organizational trauma were identified. The sampling method was snowball sampling. To assess the credibility of the findings, Lincoln and Guba’s four criteria were employed. The results obtained from the interviews led to the identification of 161 initial codes and 24 core themes categorized into nine dimensions: job demotivation, intention to leave the profession, communication breakdown, decline in mental health, lack of job attachment, perceived justice, deterioration in educational quality, organizational distrust, and personalization of the organization.

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