Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context

Monireh Mokhtarzadeh

doi:10.30828/real.1616668

Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context

Abstract

This study investigates and ranks the critical components contributing to school resilience in the unique context of Iran, where educators and students face various ongoing challenges, making resilience an essential skill to learn and teach. The purpose of this research is to move beyond the mere identification of resilience factors to establish a rigorous hierarchy for strategic policymaking. Iran’s educational system operates within a complex socio-economic and cultural landscape marked by political sanctions, natural disasters, and social instability, all of which necessitate a focus on resilience as a cornerstone for academic success and student well-being. The research aims to enhance academic performance and student well-being by identifying key components that support resilience in educational settings and prioritising resilience-building strategies to maximise their impact on students' academic development. Utilising a mixed-methods approach, the study combined qualitative database analysis with quantitative hierarchical analysis, providing a comprehensive understanding of the factors influencing resilience in schools. The study distilled 21 resilience components into five dimensions: Fundamental Conditions, Strategies, Contextual Conditions, Mediating Conditions, and Outcomes. It then used the Analytic Hierarchy Process (AHP) to rank their relative importance. The top priorities identified were life-skills education as the key foundational element and organised extracurricular activities as the leading strategic measure. Among the structural imperatives, improving teacher pay and benefits, as well as ensuring adequate school facilities, emerged as the most critical. These components were ranked based on their calculated priority weight, offering a practical framework for educators and policymakers to design effective resilience-building strategies. By addressing these critical components, the research provides actionable insights to enhance the educational experience, preparing students not only to succeed academically but also to thrive in life. This study contributes to the growing literature on resilience in education, particularly in under-researched contexts like Iran. It highlights the transformative potential of resilient schools in shaping more equitable and supportive learning environments

Keywords

Ethical Statement

This research adhered to ethical considerations, including obtaining informed consent, ensuring privacy and confidentiality, and respecting participants' autonomy. Participants were free to decide on completing the questionnaires based on their willingness and available time.

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Details

Primary Language

English

Subjects

Education Management, Education Planning, Leadership in Education

Journal Section

Research Article

Authors

Monireh Mokhtarzadeh ^*
0000-0003-3179-4328
Ireland

Publication Date

December 24, 2025

Submission Date

January 9, 2025

Acceptance Date

December 5, 2025

Published in Issue

Year 2025 Volume: 10 Number: 4

DOI

https://doi.org/10.30828/real.1616668

IZ

https://izlik.org/JA88FX57XH

Cite

RIS / Bibtex

APA

Mokhtarzadeh, M. (2025). Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context. Research in Educational Administration and Leadership, 10(4), 983-1030. https://doi.org/10.30828/real.1616668

AMA

1.Mokhtarzadeh M. Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context. REAL. 2025;10(4):983-1030. doi:10.30828/real.1616668

Chicago

Mokhtarzadeh, Monireh. 2025. “Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context”. Research in Educational Administration and Leadership 10 (4): 983-1030. https://doi.org/10.30828/real.1616668.

EndNote

Mokhtarzadeh M (December 1, 2025) Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context. Research in Educational Administration and Leadership 10 4 983–1030.

IEEE

[1]M. Mokhtarzadeh, “Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context”, REAL, vol. 10, no. 4, pp. 983–1030, Dec. 2025, doi: 10.30828/real.1616668.

ISNAD

Mokhtarzadeh, Monireh. “Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context”. Research in Educational Administration and Leadership 10/4 (December 1, 2025): 983-1030. https://doi.org/10.30828/real.1616668.

JAMA

1.Mokhtarzadeh M. Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context. REAL. 2025;10:983–1030.

MLA

Mokhtarzadeh, Monireh. “Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context”. Research in Educational Administration and Leadership, vol. 10, no. 4, Dec. 2025, pp. 983-1030, doi:10.30828/real.1616668.

Vancouver

1.Monireh Mokhtarzadeh. Identifying and Ranking Key Components for Resilient Schools: A Mixed-Methods Study in the Iranian Educational Context. REAL. 2025 Dec. 1;10(4):983-1030. doi:10.30828/real.1616668