چکیده (انگلیسی):

The present research has employed a qualitative approach with phenomenological method to assess the
viewpoint of teachers on the role of assistant principals in the enacted curriculum. The research sample comprised 20
teachers who were selected through the purposive sampling from among the elementary school teachers working in
the 12th borough of Tehran with an educational degree of higher than diploma and long tenure of at least 10 years.
Findings based on cognition, emotion and preparation for performing the activities related to the educational assistant
principals that have been acquired with interview indicate the supervisory role of assistant principals in the enacted
curriculum. Teachers contend that assistant principals supervise the classes and examine the teachers'-made tests
and suchlike to become aware of the educational curriculum through employing the order and reaction control
methods. Teachers do not evaluate this method as effective due to the lack of the experience of assistant principals in
different grades, the occupational incompetency and so on. Therefore, the order control is not evaluated as positive
method to control the accurate implement of the curriculum. The cognition of such experience produced negative
effects in teachers’ emotional aspect and their interaction with principal assistants which was evaluated as negative.
Furthermore, the emotional and cognitive aspects of teachers establish the required preparation to accept the
assistant principals' activities. Teachers do not value assistant principals' roles in enhancing the quality of education
and particularly, handling the problem. They do not also support the supervisory techniques of assistant principals
and believe that accurate supervision is acquired through expertise, and adequate level of educational experience in
different grades and awareness of supportive methods. What’s more, the teachers' informants evaluated the assistant
principals' educational activities as positive owing to their sufficient experience in all the grades and their dominance
over the lessons like science and mathematics. They contend that these activities are influential factors in encouraging
the teachers to employ innovative methods and avoid the traditional methods.