فهرست مطالب monir al sadat entezari

The aim of this study was to identify the characteristics of the distinguished school in the education transformation document. The research was fundamental in terms of its purpose and qualitative in terms of the type of data used. The statistical population of the study included managers and staff of the Ministry of Education, general education offices at provincial levels, and different districts of education offices. The sample size in the qualitative phase was determined based on the principle of theoretical saturation thereby 23 people were selected using purposive sampling. In the present study, semi-structured interviews were used to collect the data, and the validity and reliability of both tools were confirmed. Data analysis was performed by coding method. The results showed that the factors that contribute to a distinguished school at the level of the transformation document included moral, social, economic, political, biological / physical, scientific and technological education. Causal conditions in the implementation of the distinguished school at the level of the transformation document included teacher, curriculum, management, educational space and equipment, and information technology, as internal requirements, while Islamic society, media, family, and educational justice were the external requirements. The consequences of implementing a distinguished school at the level of the fundamental transformation document included agility, maturity, and continuous learning.

The aim of this study was to provide a model for school establishment in accordance with the indicators and requirements of the Education Transformation Document.

The research method was basic-applied in terms of purpose, descriptive-survey in terms of data collection method and combined in terms of data type. The statistical population of the study in the qualitative section included managers and staff of the Ministry of Education, provincial administrations and education districts, and in a small part, all staff staff of the Ministry of Education and staff of provincial departments. The sample size in the qualitative part was determined using the principle of theoretical saturation of 23 people who were selected using purposive sampling method. Also, in the quantitative part, according to the statistical population, 384 subjects were obtained using Morgan table, the subjects were selected using multi-stage cluster sampling method. In the present study, a semi-structured interview tool was used to collect data in the qualitative section and a researcher-made questionnaire was used in the quantitative section, which confirmed the validity and reliability of both tools. Data analysis in the qualitative part was performed by coding method and in the quantitative part, descriptive and inferential statistical methods (factor analysis (confirmatory and exploratory) and one-sample t-test) were used.

The results showed that the factors that make up the top school at the level of the transformation document included moral, social, economic, political, biological / physical, scientific and technological education; Causal conditions in the implementation of the superior school at the level of the transformation document included teacher, curriculum, management, educational space and equipment, information technology, as internal requirements and Islamic society, media, family, educational justice, as external requirements; The consequences of implementing a top school at the level of the fundamental transformation document included agility, maturity, and continuous learning. Finally, the model presented in this study had a good fit.

Top schools smoothly put moral education at the top of the agenda and moral education of students in such a school should be a key factor in development and progress, because this factor is a prerequisite for achieving maturity in various areas of life.