Providing a Model for Improving the Quality of Secondary School Structures Based on General Policies of the System and the Fundamental Transformation Document of Education
Keywords:
Quality improvement of schools, school structure, fundamental transformation document, secondary schoolsAbstract
The purpose of this study is to present a model for improving the quality of secondary school structures based on the general policies of the system and the Fundamental Transformation Document of Education in Iran. From the perspective of data collection, this research is descriptive, and in terms of implementation, it is qualitative–quantitative. In the qualitative section, using a thematic analysis approach, the dimensions and components of school improvement were identified and selected by 10 professors and experts in educational management through purposive sampling until theoretical saturation was achieved. Using the qualitative method, the researcher designed a framework for the quality improvement model. The analytical population included two parts: texts related to frameworks, policies, and principles of management, as well as the text of the Fundamental Transformation Document of Education ratified in December 2011. The measurement tools in the qualitative section were semi-structured interviews and a researcher-made content analysis checklist. Documentary data were analyzed qualitatively using descriptive indices in the thematic analysis process. In the quantitative section, for validation purposes, the statistical population was assessed based on Cochran’s formula at 364 individuals. To analyze the research findings, Smart PLS 3 and SPSS 22 software were used. The findings indicated that the model for improving the quality of school structures can be formulated based on related documents and evidence within six major frameworks and policies and thirteen sub-frameworks, policies, and subcomponents. Out of the total 364 frequencies related to the frameworks and policies designed for the quality improvement model of school structures in the general policies of the system and the Fundamental Transformation Document, the highest frequency with 60 occurrences (48.4 percent) was assigned to macro benefits and policies. Moreover, among the frameworks and components of the policy “designing a management model for improving the quality of school structures,” the factor loadings and significance values of the measurement tool showed that the dimensions, subcomponents, and related indicators had acceptable factor loadings and were significant at the 0.05 error level. The results of the study revealed that the model for improving the quality of school structures, based on the general policies of the system and the Fundamental Transformation Document of Education, is valid and includes financial, educational, ethical, cultural, strategic, and administrative components.
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