Identifying the Effectiveness Indicators of Happy Schools Based on the Fundamental Reform Document of Education
Keywords:
Mazandaran Province, Fundamental Transformation Document, Happy Schools Effectiveness Indicators, Effectiveness IndicatorsAbstract
The purpose of the present study was to identify the effectiveness indicators of happy schools based on the Fundamental Reform Document of Education in Mazandaran Province. This research, in terms of purpose, was applied, and in terms of the nature of the data, was conducted using a mixed-methods design (qualitative–quantitative). In the qualitative part, an exploratory method with a grounded theory approach and the systematic model of Strauss and Corbin (1998) was employed. In the quantitative part, the study was descriptive–survey in nature. The statistical population included education experts who were selected using purposive and criterion-based sampling. Semi-structured interviews were used to collect data. The statistical population in the quantitative section consisted of all teachers and principals of schools in Mazandaran Province. The sample size was determined using Cochran’s formula, and stratified random sampling proportional to the population was applied. The content validity of the questionnaire was confirmed by expert judgment, while construct validity was examined through confirmatory factor analysis. The reliability of the instrument was evaluated using Cronbach’s alpha coefficient and composite reliability. Quantitative data analysis was carried out using descriptive and inferential statistics with SPSS and Smart PLS software. The statistical population of the qualitative section of the study comprised education experts selected through purposive, criterion-based sampling. The findings indicated that the effectiveness indicators of happy schools, within the framework of the Fundamental Reform Document, included psychological, educational, environmental, cultural, and managerial dimensions. These indicators consisted of students’ psychological and emotional well-being, a safe and attractive physical environment, active and creative teaching methods, positive human relationships, artistic and sports programs, family participation, educational justice, and effective school leadership. Such a combination of components provides a comprehensive picture of a happy school that is aligned with the goals and missions of the Fundamental Reform Document.
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