Unfolding Existing School Realities and Implementation of Reforms Initiative

Abstract

Reform initiatives have always been critical to reforming school systems, maximizing educational output, and improving academic quality. By analyzing the perspectives and experiences of school stakeholders, this qualitative study aimed to shed light on the discrepancies between school reform initiatives, existing realities, and the current situation. Data were gathered through semi-structured interviews, and phenomenological analysis and reflection were used to interpret the data. The transcripts were read systematically and repeatedly during the course of analysis. For classifying and developing them into themes, the data were reduced into codes, categories, or themes, and thus, the data were made meaningful and interpreted accordingly. The study results are presented in terms of themes, i.e., defining school reform initiatives, continuity of reform initiatives, lack of political vision, the miserable economy of the country, contradictions between reforms and existing realities, and barriers to the implementation process. The research has implications for school improvement, policy-making and implementation.