Identification of the Components of the Alignment Model between Information Technology Strategies and Business Strategies from the Perspective of Secondary School Principals in Tabriz
Keywords:
Information technology, Business strategy, Strategic alignment, Grounded theory, Secondary schoolsAbstract
This study aimed to identify and conceptualize the key components influencing the alignment of information technology (IT) strategies with business strategies in secondary schools from the perspective of principals and IT experts. A qualitative research design based on grounded theory was applied. The study population comprised secondary school principals and IT specialists from the Tabriz educational system. Using purposive and theoretical saturation sampling, ten experts were selected and participated in two-session semi-structured interviews (30–45 minutes each). Interview transcripts were analyzed using the Strauss and Corbin constant comparative method through open and axial coding with the support of MaxQDA software. Findings were validated through a multi-round Delphi process with expert review. Analysis yielded 67 key concepts grouped under causal, contextual, and intervening conditions. The core phenomenon centered on IT training and skill development, establishment of updated digital infrastructure, and increasing managerial awareness and acceptance of technology. Main barriers included lack of specialized IT training, resistance to change, inadequate financial resources, and weak technological infrastructure. Enablers involved motivational initiatives for staff and students, fostering IT leadership roles, and financial support for equipping schools and training personnel. The proposed model highlights that aligning IT and business strategies in schools requires simultaneous investment in infrastructure, human capacity building, and managerial mindset transformation. This framework provides practical guidance for educational leaders to achieve digital transformation and improve school performance.
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Copyright (c) 2025 Mihamadreza Kazemimehr (Author); Roghayeh Vahdat ; Maryam Sameri (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
