Modeling the Barriers to the Implementation of Curriculum Planning Policies in Education Using Grounded Theory

Articles in Press

Document Type : Original Article

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PhD in Management, Farhangian University of North Khorasan.

10.48310/jcdr.2026.20296.1215

Abstract

Background and Objectives: The challenges of implementing curriculum planning policies have always been a concern of the Iranian education system, and structural obstacles, limited resources, weak support systems, and disregard for local requirements have led to the inefficiency of many programs. aim of this study is to identify and model the barriers to implementing these policies using the grounded theory approach, in order to enhance the effectiveness and localization of decision-making. Methods: This research was conducted qualitatively based on the grounded theory methodology. Data were collected through semi-structured interviews, observations, and document analysis from 23 selected policymakers, administrators, experts, and experienced teachers until theoretical saturation was reached. The data were analyzed using open, axial, and selective coding. Findings: The results revealed fifteen key barriers—including centralization, lack of resources, weak evaluation, low teacher motivation, and neglect of local differences—which were grouped into five main categories. The core category identified was the “misalignment between policy and implementation.” Conclusion: Based on the findings, decentralization, strengthening support systems, effective teacher participation, and attention to regional conditions are essential for achieving effective educational policies.

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Journals of Research in Teacher Education Curriculum Studies

Articles in Press, Accepted Manuscript
Available Online from 25 October 2026

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