Development and Validation of an Outcome-Oriented Educational Management Model for Schools in Afghanistan: A Mixed-Methods Study
Keywords:
performance-based educational management, Afghan education system, educational politicization, improving the quality of learning, participatory managementAbstract
This study aimed to develop and validate a context-sensitive outcome-oriented educational management model for schools in Afghanistan. An exploratory sequential mixed-methods design was employed. In the qualitative phase, the systematic grounded theory approach of Strauss and Corbin was applied. Fourteen experts in education, management, social sciences, policy-making, and cultural studies were recruited through purposive and theoretical sampling. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding in MAXQDA 2020. Interviews continued until theoretical saturation was achieved. In the quantitative phase, a researcher-developed questionnaire derived from the qualitative categories was administered to 14 experts. Face and content validity were examined through expert judgment, and internal consistency was assessed using Cronbach’s alpha. Data were analyzed using the Shapiro–Wilk test, one-sample t test, Friedman test, and Kendall’s coefficient of concordance. Qualitative analysis identified a “systematic and deepening gap” as the central phenomenon and organized the model into causal conditions, contextual conditions, intervening conditions, strategies, and consequences. One-sample t-test results showed that all model dimensions were significantly higher than the theoretical midpoint of 3.00, and the overall model was statistically confirmed, t(13)=18.44, p<0.001. The Friedman test indicated significant differences among the rankings of the model dimensions, χ²(5)=61.72, p<0.001. Strategies ranked first, followed by consequences. Kendall’s coefficient of concordance was 0.88, indicating a very high level of agreement among the experts regarding the relative importance of the model dimensions. Outcome-oriented educational management in Afghan schools requires intelligent decentralization, accountable delegation of authority, teacher empowerment, locally responsive planning, stakeholder participation, and supportive evaluation. Its implementation must also include adequate resources and compensatory support for disadvantaged schools to prevent the further expansion of educational inequalities.
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Copyright (c) 2025 Ghulamudin Kalantari (Author); Hasan Givarian; Mahmood Mohammadi (Author)
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