Prioritizing the Components of Good Governance in Educational Administration: A Study of Education District Managers in Hormozgan Province

Mousa Ganjizadeh; Payam Paslari; Mehdi Bagheri; Saeed Moradpour

Authors

Mousa Ganjizadeh Department of Educational Governance and Human Resources, BA.C., Islamic Azad University, Bandar Abbas, Iran Author https://orcid.org/0009-0008-1195-2919
Payam Paslari Department of Business Management, BA.C., Islamic Azad University, Bandar Abbas, Iran https://orcid.org/0000-0002-7700-0581
Mehdi Bagheri Department of Educational Governance and Human Resources, BA.C., Islamic Azad University, Bandar Abbas, Iran Author https://orcid.org/0000-0003-2199-8431
Saeed Moradpour Department of Accounting and Finance, BA.C., Islamic Azad University, Bandar Abbas, Iran Author https://orcid.org/0000-0003-3008-1596

Keywords:

good governance, educational administration, stakeholder participation, transparency and accountability, fuzzy Delphi, Hormozgan Province

Abstract

Good governance, as one of the contemporary approaches to public-sector management, plays an important role in enhancing the quality of decision-making, increasing accountability, and strengthening stakeholder trust. Owing to its strategic role in sustainable development and human capital formation, the education system requires the institutionalization of good governance components more than many other sectors. The present study aimed to identify and prioritize the components of good governance in the administration of education in Hormozgan Province based on the perspectives of experts and educational managers. In terms of purpose, this study was applied, and methodologically, it employed a mixed-methods design comprising qualitative and quantitative phases. In the qualitative phase, thematic analysis was used to extract basic and organizing themes of good governance, while in the quantitative phase, the fuzzy Delphi method was employed to prioritize the organizing themes. The study population consisted of managers and experts from the education system of Hormozgan Province, of whom 10 participants were purposively selected for the qualitative phase and 10 for the quantitative phase. The fuzzy Delphi results indicated that transparency and equity in resource allocation had the highest priority, followed by managerial accountability and responsibility and stakeholder participation and inclusion. Other components, including the information system and data quality, performance evaluation and improvement, and organizational coherence, learning, and adaptation, played supportive and reinforcing roles in achieving good governance. The findings of the study can provide a basis for improving policymaking and managerial decision-making within the education system of Hormozgan Province.

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