Identifying and Analyzing the Dimensions and Components of Family Education Management for Parents of Early Primary School Students

Najmeh  Keshvari; Batoul Faghiharam; Nahid  Shafiee; Rozita  Zabihi; Pari  Sousahabi

doi:10.61838/f7fhm272

Authors

Najmeh Keshvari PhD Student, Department of Educational Management, Isl.C., Islamic Azad University, Islamshahr, Iran Author https://orcid.org/0009-0003-9867-8468
Batoul Faghiharam Department of Educational Sciences, Isl.C., Islamic Azad University, Islamshahr, Iran https://orcid.org/0000-0002-4278-7812
Nahid Shafiee Department of Educational Sciences, Isl.C., Islamic Azad University, Islamshahr, Iran Author https://orcid.org/0000-0001-8172-1341
Rozita Zabihi Department of Psychology, Isl.C., Islamic Azad University, Islamshahr, Iran Author https://orcid.org/0000-0002-7612-8030
Pari Sousahabi Department of Educational Sciences, Isl.C., Islamic Azad University, Islamshahr, Iran Author https://orcid.org/0000-0002-4587-3759

DOI:

https://doi.org/10.61838/f7fhm272

Keywords:

Education Management, Family Education Management, Parent Education, Parents, Early Primary Education

Abstract

Purpose: This study aimed to identify and analyze the key dimensions and components of family education management for parents of students in the early years of primary education.

Methods and Materials: This study employed a qualitative research design. Data were collected through documentary analysis and semi-structured interviews and were analyzed using thematic analysis with MAXQDA 12 software. The study population consisted of experts in educational management, curriculum studies, educational psychology, counseling, and senior administrators in the education system. Participants were selected purposively based on their professional expertise and relevant experience. Data collection continued until theoretical saturation was achieved after 19 interviews. Each interview lasted approximately 75–120 minutes. The interview transcripts were systematically coded and analyzed through successive stages of thematic analysis to identify basic, organizing, and overarching themes. The resulting thematic framework was subsequently reviewed to determine the principal dimensions, components, and indicators constituting an appropriate model of family education management for parents of early primary school students.

Findings: The thematic analysis identified five overarching dimensions of family education management: educational policymaking, instructional design, resource and support management, effective implementation of education, and evaluation and feedback. These dimensions comprised 18 organizing components and 73 indicators. Analysis of expert perspectives further demonstrated that effective implementation of education emerged as the most critical dimension within the proposed framework. Participants consistently emphasized that deficiencies in the implementation of family education programs constituted the most significant challenge in the current management of parental education. The findings therefore indicate that the effectiveness of family education management depends not only on appropriate policymaking and instructional planning but, more importantly, on translating these policies and plans into coherent, accessible, and effectively implemented educational practices.

Conclusion: The findings suggest that effective family education management requires an integrated framework encompassing policymaking, instructional design, resource support, implementation, and continuous evaluation, with particular emphasis on strengthening the effective implementation of parental education programs.

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