جستجوی مقالات مرتبط با کلیدواژه « school-oriented management » در نشریات گروه « علوم تربیتی »

The Main Purpose of this Study Was to design and Validate a School-oriented management model with focus on national culture. The method of this  research is in the category of applied resrarch from the point of view of the goal and in the group of sequential exploratory research in terms of its nature. The statistical population in the qualitative part consisted of senior staff in the head office, master holders working in the central education building, university and higher education centers professors, within Kohgiluyeh and Boyer-Ahmad province and with sufficient experiences and related degrees. Targeted sampling was carried out through theoreetical saturation, while the key providers comprising 23members of the target population. In the quantitative part, the population included the educational assistants of the general departments of education in the provinces of the country, as well as the principals of independent schools of primary, secondary and technical and vocational conservatories, and the experts of the Department of Education of Boyer Ahmad city, who were randomly sampled. And they were selected by stratified random sampling and a total of 227 people were selected as samples. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part, a researcher-made questionnaire. Data analysis was done using confirmatory factor analysis method through SPSS 26 and SMARTPLS 3 software. Validity of the questionnaire was done by means of content validity and modification by experts. Qualitative validation of the research was considered as a qualitative paradigm based on four criteria: Credibility, Transferability, Dependability and Confirmability. The reliability of the questionnaire was obtained through Cronbach's alpha as 87.07%, then the fit of the model was checked and confirmed. The findings in the qualitative section include 14 organizing themes under the headings; School perspective, national strategic teachings, student perspective, psychological standards of students, democratic approach of headquarters (ministry), teacher authority, professionalism and specialization, sharing, strategic organizations , the acceptance of the role of parents, the acceptance of the role of organizations and institutions, accountability and comprehensive monitoring, honoring employees and avoiding deviations and wrong tracks revealed, which were initially 531 basic themes, and 85 basic themes upon strict reviewing. Confirmatory factor analysis and structural equation model were used to analyze the data in the quantitative section.

The purpose of the current research was to investigate the obstacles to the implementation of school-based management in Iran's educational system based on the interpretive structural modeling approach. The research method was a modeling study. The statistical population of the research was specifically the academic staff members of the university, 25 of whom were purposefully selected from the desired cases. The data collection tool was a researcher-made self-interactive questionnaire. In order to measure and evaluate the validity of the questionnaire, the criterion of content validity was used. The content validity of the questionnaire was 0.96. The data analysis was done with interpretive structural modeling method. The results of the research showed that 9 factors play a role as barriers to school-oriented management. Also, the results showed that financial obstacles (the cost of school-oriented management), socio-cultural obstacles and political obstacles (political focus on schools by the central government) as key independent variables have high influence power and low dependence. Also, the results showed that the lack of belief in the professional competence of school administrators, the lack of infrastructure facilities, the emphasis of upper management on the supervision and control of schools, and the lack of cooperation of local communities with school-based management as the linking variables with the greatest power of influence and the greatest power of dependence. and the centralism in the education system of the country and the lack of legal powers to school managers and staff as dependent variables have high dependency power and low influence power.