Identifying the Indicators, Components and Dimensions of Shadow Curriculum Policymaking in the Education System of Second High School of Tehran City

Abstract

Purpose: Shadow curriculum is a type of after-school curriculum that plays an important role in improving educational, cognitive, social, cultural and behavioral conditions. Therefore, the present research was conducted with the aim of identifying the indicators, components and dimensions of shadow curriculum policymaking in the education system of second high school.   Methodology: This research was applied in terms of purpose and qualitative in terms of implementation method. The research population was domestic and foreign scientific documents and evidence about the shadow curriculum policymaking in the education system of high school in the 1995-2023 years and organizational and academic experts of education system of Tehran city in the 2022-2023 academic years, which the samples of this research included 15 scientific documents and evidence and 19 experts who were selected according to the principle of theoretical saturation and with the purposive sampling method. The tools of this study included note-taking of scientific documents and evidence and semi-structured interviews with experts, that its validity was calculated with four criteria of validity, reliability, verifiability and transferability of confirmation and its reliability was calculated with the method of agreement coefficient between the two coders 0.80. The data of the present research were analyzed with using the thematic analysis method in Maxqda software.   Findings: The results of the present research showed that the shadow curriculum policymaking in the education system of second high school had 80 indicators, 16 components and 5 dimensions. Based on the findings of this study, the dimensions and components of the shadow curriculum policymaking in the education system of second high school were included the goal (with three components of needs assessment, cultural adaptation and individual differences and flexibility), content (with four components of challenging, appropriate, ease of access and attention to the environment), instructor (with three components of knowledge, skills and attitude), evaluation methods (with four components of appropriateness of assessment and evaluation with goals, content and learning resources, clarity and transparency of assessment criteria, use of assessment and evaluation methods and flexible assessment) and teachings methods (with two components of linguistic method and active method). Finally, a model of components and dimensions of the shadow curriculum policymaking in the education system of second high school was designed.   Conclusion: According to the results of this research, to improve the shadow curriculum policymaking in the education system of second high school can be used the identified indicators, components and dimensions in the present research.