Comparative Study of Disciplinary Provisions in Iranian Schools and Selected Countries

Introduction: In the current age, all nations, with any advanced or progressive social and political system, are particularly interested in the issue of educational planning and reform. Therefore, the purpose of this study is to identify and compare the governing principles, regulatory and enforcement procedures. Discipline as well as identifying the legal disadvantages of disciplinary matters in schools in Iran through comparisons with several other countries in order to obtain implications and guidelines for improving the regulation, adoption and implementation of such regulations in the country. Methods: This is a qualitative study that has been done by comparative method. The research sample of Iran and selected countries (England, Germany, Finland, France, Turkey, Japan, Malaysia, Pakistan and the United Arab Emirates), due to their high ranking in world education and cultural commonality and regional proximity to The target was chosen. The analysis of collected data using the Brady pattern was carried out in four stages of description, interpretation, neighborhood, and comparison. Results: Overlapping focus on disciplinary laws in the country is ongoing, and schools do not have a specific discretion regarding decision-making in these cases. Also, a comparative review of the regulations showed that in the disciplined laws of the country that are concentrated, two of their “devotion history” some of them, and “silence and, in some cases, legal gaps”, can be identified and contemplated in some new disciplinary cases. Conclusion: Legislators and educational planners can use the results of the study to develop appropriate measures for the modification and revision of the disciplinary rules of schools. Educational managers will also be able to adapt the results based on their practical experience and to obtain the satisfaction of teachers, students and parents.