عنوان مقاله [English]
The present study investigated the views and practical experience of the teachers and administrators of these areas by systematic Grounded Theory. Axial codes showed that documents of success and failure in disadvantaged areas and outcomes followed two different patterns. The central phenomenon in the success were change and improvement in students and parents, and for failure, gaining points and transferring from deprived areas. Causal factors for the success were belief in the role of planning, the use of frustrating experiences, the necessity of communication with parents and the belief in finding a way for financial and educational participation of parents, desire for the success of students, love for teachers and for the failure of obtaining points for transferring from deprived, low intelligence of the students and the lack of cooperation of the families. The underlying factors for success were paying attention to the role of parents, the cooperation of departments, districts, and families, and failure, directives, and administrative hierarchy, coercion of inspectors and educational leaders, and non-cooperation of parents. The intervening factors for success were the school atmosphere based on cooperation, love, and synergy of managers and teachers, and for failure, the competition for the exemplary teacher and the performance of apparent duties, claim, and factionalism. The strategies used for successful teachers were creativity in compiling pamphlets, in teaching, paying attention to the role of the family, and for failure, flattery, obedience, and teaching and outward work centered on books and ignoring the family.