Providing a Model for Improving the Quality of Education in High Schools in Ahvaz City Using the Grounded Method

Research on the quality of teaching in schools is one of the most important issues. On the one hand, it is a suitable feedback for the analysis of educational issues, basic decisions and strategic planning at the disposal of officials and those involved in education, and on the other hand, by knowing the quality of their performance during teaching, teachers will be able to improve their teaching methods. As a result, the quality of their teaching will increase. This study aims at developing a model for improving the quality of education in Ahvaz High schools based on the grounded theory.

This was an applied and qualitative research using the grounded approach. The statistical population was a group of experts including teachers and principals of high schools and from the field of education selected by purposive sampling and theoretical saturation. Through a semi-structured interview and studying the review of literature, data were collected. In the current research, the reliability was evaluated through "checking by participants or interviewees". In addition, in order to confirm and validate the findings of the optimal situation, an interview was conducted with seven educational experts, and the information obtained from the interview process and the quality and depth of the data were confirmed by the group of relevant experts. In this research, the analysis of the grounded theory was used for the categorization of the interviews.

185 concepts were obtained by classifying these concepts into 23 sub-categories, and in the central coding stage, 10 main categories were classified. They included teachers, management and schools, school organization, school environment, school facilities, curriculum content, credits, satisfaction level, academic progress and academic motivation. Finally, in the advanced coding stage, the categories revealed in the form of 6 dimensions of the paradigm model with their relationships, were included in the pattern.

The obtained strategic conditions indicated the existence of two important strategies including school budget and satisfaction level of teachers and two important results of progress and academic motivation to improve the quality of education.