The national “Amin” Program is an organized intervention in the field of religious education in schools. Its successful implementation depends on coordination among schools, families, religious preachers, and supporting institutions. From this perspective, the program’s central issue is not merely the presence of religious preachers in schools, but also the nature of its executive governance, institutional capacity, family participation, and the quality of social ties within the school environment. The present study aims to analyze the challenges and capacities of executive governance in implementing the national Amin Program in schools across Fars Province and to explain the implications for strengthening school social capital.
The study employed a quantitative survey design. The statistical population consisted of preachers participating in the Amin Program in Fars Province during the 2023–2024 academic year, from whom 479 participants were selected through multistage cluster sampling. Data were collected using a researcher-developed questionnaire comprising 20 items rated on a five-point Likert scale. The questionnaire’s reliability was confirmed by a Cronbach’s alpha coefficient of 0.94. The findings indicated that cooperation between school principals and staff and the preachers, the acceptance of preachers within the school environment, and their emotional rapport with students were all at satisfactory levels. By contrast, the main implementation challenges include weak systematic communication with parents, limited cultural and multimedia resources, and difficulties in organizing certain supplementary activities, such as educational and cultural excursions. An analysis of the findings through the framework of social capital indicates that the Amin Program has considerable potential to strengthen bonding social capital in preacher–student relationships. However, it faces shortcomings in bridging social capital, particularly in connections among schools, families, and local communities. Cooperation between school principals and staff also indicates the presence of a degree of institutional social capital, although its sustainability requires structural support and adequate resources. Accordingly, improving the executive governance of the Amin Program requires strengthening mechanisms for family participation, providing cultural infrastructure, enhancing preachers’ capabilities, and establishing a multi-stakeholder evaluation system involving students, parents, school principals, and policymakers.