Social Sciences
Afsaneh Saber garakani; Mahnaz Parmoz; fariba hanifi
Abstract
Objective: Curriculum quality plays an important role in academic success and performance. As a result, the aim of this study was investigating the status of evaluation components of curriculum quality in the elementary schools in Tehran city.Method: This study in terms of purpose was applied and in ...
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Objective: Curriculum quality plays an important role in academic success and performance. As a result, the aim of this study was investigating the status of evaluation components of curriculum quality in the elementary schools in Tehran city.Method: This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The population of the qualitative section was the curriculum experts and professors of Tehran city, which according to the principle of theoretical saturation number of 12 people of them were selected by purposive sampling method. The population of the quantitative section was male and female teachers of public elementary schools of Tehran city in the 2021-2022 academic years with number 23593 people, which according to the Krejcie and Morgan table number of 377 people of them were selected by cluster sampling method. The research tools were semi-structured interviews and researcher-made questionnaires, which validity of the interviews was confirmed by triangulation method and its reliability was calculated by the coefficient of agreement between two coders 0.83, and the face validity of the questionnaire was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.85. Data were analyzed with open, axial and selective coding methods in MAXQDA software and one-sample t-test in SPSS software.Results: The findings showed that evaluation of curriculum quality in the elementary schools has 108 indicators in 23 components and 6 dimensions were included systematic approach of evaluation of curriculum quality (with 4 components of strategic thinking, generalizability of goals, receiving corrective feedback and facilitating the teaching and learning process), qualitative evaluation of activities ( with 3 components of evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities), quality of modern facilities and technologies (with 3 components of cultural and sports facilities, educational facilities and welfare facilities), quality of structural factors (with 4 components of lack of resources and inappropriate distribution, weak foresight, individual and organizational communication and lack of work discipline), quality assessment of curriculum principles (with 4 components of flexibility,
Social Sciences
Mehdi Bagheri; Iran Sheikhabadi; Hoseinali Jahed
Abstract
Purpose: This research was conducted with the aim of identifying the supervisory components of educational leaders of elementary schools in order to provide a comprehensive model for Iran's government education.Methodology: The method of this research was a qualitative and exploratory method (using background ...
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Purpose: This research was conducted with the aim of identifying the supervisory components of educational leaders of elementary schools in order to provide a comprehensive model for Iran's government education.Methodology: The method of this research was a qualitative and exploratory method (using background theory/foundation data), in terms of its purpose, it was an applied type of applied research, and according to its purpose, it was a descriptive type of correlation. In this research, data was collected using texts and semi-structured interviews. The statistical population in this research included professors of educational sciences and education experts in Hormozgan province. In this way, the interviewees include education experts and the interviews of the experts were conducted until theoretical saturation. The method of data analysis in the qualitative part was content analysis. The coding steps used in this research included open and axial coding.Findings: The results showed that 8 basic indicators were obtained for the supervision model of educational leaders in primary schools, which are: 1- Leadership in educational improvement 2- Leadership in curriculum improvement 3- Leadership in staff improvement 4- Theoretical skill and scientific 5- Technical and technological skills 6- Ethical and professional skills 7- Management and leadership skills 8- Communication skills.
Mahnaz Parmoz; Afsaneh Saber garakani; fariba hanifi
Abstract
Purpose: Curriculum quality plays an important role in academic success and performance. As a result, the aim of this study was investigating the status of evaluation components of curriculum quality in the elementary schools in Tehran city.Methodology: This study in terms of purpose was applied and ...
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Purpose: Curriculum quality plays an important role in academic success and performance. As a result, the aim of this study was investigating the status of evaluation components of curriculum quality in the elementary schools in Tehran city.Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The population of the qualitative section was the curriculum experts and professors of Tehran city, which according to the principle of theoretical saturation number of 12 people of them were selected by purposive sampling method. The population of the quantitative section was male and female teachers of public elementary schools of Tehran city in the 2021-2022 academic years with number 23593 people, which according to the Krejcie and Morgan table number of 377 people of them were selected by cluster sampling method. The research tools were semi-structured interviews and researcher-made questionnaires, which validity of the interviews was confirmed by triangulation method and its reliability was calculated by the coefficient of agreement between two coders 0.83, and the face validity of the questionnaire was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.85. Data were analyzed with open, axial and selective coding methods in MAXQDA software and one-sample t-test in SPSS software.Findings: The findings showed that evaluation of curriculum quality in the elementary schools has 108 indicators in 23 components and 6 dimensions were included systematic approach of evaluation of curriculum quality (with 4 components of strategic thinking, generalizability of goals, receiving corrective feedback and facilitating the teaching and learning process), qualitative evaluation of activities ( with 3 components of evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities), quality of modern facilities and technologies (with 3 components of cultural and sports facilities, educational facilities and welfare facilities), quality of structural factors (with 4 components of lack of resources and inappropriate distribution, weak foresight, individual and organizational communication and lack of work discipline), quality assessment of curriculum principles (with 4 components of flexibility, curriculum sequence, curriculum usefulness and curriculum comprehensiveness) and quality assessment of curriculum strategic management (with 5 components of improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity). Also, the components of strategic thinking, generalizability of goals, facilitating the teaching and learning process, evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities, cultural and sports facilities, educational facilities, welfare facilities, lack of resources and inappropriate distribution, weak foresight, individual and organizational communication, flexibility, curriculum sequence, curriculum usefulness, improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity were in favorable situation, but the components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness were in an unfavorable situation (P<0.001).Conclusion: The results of this study have many practical implications for education specialists and planners, and they based on the results of this study, can take an effective step towards improving the evaluation components of curriculum quality, especially the three components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness.
Masoumeh Akbari; Shahla Farhadi Varmazabadi; Mahmoud Meidani; Azadeh Barzgaran; Shahin Abdulmaleki
Abstract
Purpose: Investigating the educational needs of different groups always helps to better understand the current situation and to have a good perspective on the future. Therefore, the purpose of this research was studying the educational needs of elementary school principals based on the professional competencies.Methodology: ...
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Purpose: Investigating the educational needs of different groups always helps to better understand the current situation and to have a good perspective on the future. Therefore, the purpose of this research was studying the educational needs of elementary school principals based on the professional competencies.Methodology: This research in terms of purpose was applied and in terms of purpose implementation method was descriptive from type of survey. The research population was public elementary school principals of Alborz province with number 584 people (381 women and 203 men) in the 2017-18 academic years. The research sample was 231 managers who were selected by multi -stage cluster sampling method. The research tool was educational needs of principals based on professional competencies with 89 items that designed by the present study researchers. For data analysis were used from exploratory factor analysis and chi-square test in SPSS-19 software.Findings: The findings showed that for the educational needs of elementary school principals based on the professional competencies were identified 8 factors of management expertise, knowledge of teacher skills, perceptive-human skills, artistic skills, moral-social skills, technical skills, motivational skills and knowledge of physical space standards of schools and the factor loading of all items was higher than 0.40. Also, the factor load of all factors was higher than 0.50, the average variance extracted of all factors was higher than 0.60, and the reliability of all factors with using Cronbach's alpha and combined methods was higher than 0.80, and the reliability of the whole tool with using Cronbach's alpha method was estimated 0.91. In addition, according to the elementary school principals there was a significant difference between the amount of observed value and the amount of expected value in all 8 identified needs (management expertise, knowledge of teacher skills, perceptive-human skills, artistic skills, moral-social skills, technical skills, motivational skills and knowledge of physical space standards of schools) (P
Glavij Vafaeifar; Mostafa Ghaderi; Sadegh Maleki Avarsin
Abstract
Purpose: Due to the importance of descriptive evaluation in elementary school, the present study was conducted with the aim of designing and validating of academic achievement evaluation pattern in elementary schools multi-grade classes.
Methodology: The present study in terms of time was cross-sectional, ...
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Purpose: Due to the importance of descriptive evaluation in elementary school, the present study was conducted with the aim of designing and validating of academic achievement evaluation pattern in elementary schools multi-grade classes.
Methodology: The present study in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was qualitative. The research population was university experts and managers primary education staff of country in 2021 year. The research sample was 15 people according to the theoretical saturation principle who after examining the inclusion criteria were selected by purposive sampling method. The research tool was a semi-structured interview and data were analyzed by coding method in MAXQDA software.
Findings: Findings showed that the academic achievement evaluation pattern in elementary schools multi-grade classes has 306 indicators and 41 components in 6 categories of goals and approaches (with 11 components such as comprehensive evaluation and its application to life, descriptive evaluation in all areas, descriptive evaluation qualification with reported structure change and process-based qualitative evaluation with structuralist approach), contextual (with 4 components of management equipment implementation of evaluation of multi-grade classes, rationalization of executive infrastructures with emphasis on reducing density in multi-grade classes, quality of teaching and teacher evaluation methods and culture and dissemination of descriptive evaluation factors), input (with 5 components of qualitative evaluation tools, paying attention to the educational expectations of multi-grade classes, performing descriptive evaluation in all teaching stages, adaptation of multi-grade curriculum with descriptive evaluation and coordination of weekly program with learning roadmap), process (with 13 components such as increasing confidence, calmness, satisfaction and self-esteem, reducing the anxiety of multi-level students, quality of criteria in the report card, variety of self-assessment and peer assessment and parenting assessment tools and emphasizing to group learning of multi-grade students), output (with 5 components of participatory decision making for basic promotion, quality of reporting and report card of student, validity, reliability and testability of multi-level descriptive evaluation, continuous learning with diverse feedback and multi-dimensional quality the descriptive evaluation with qualitative feedback) and outcome (with 3 components of annual analysis of the findings of descriptive evaluation, analysis of the findings of descriptive evaluation longitudinally and analysis of the consequences of descriptive evaluation). Also, the content validity ratio of 0.90 and the content validity index of 0.92 according to the experts' opinion indicated the appropriate validity of the academic achievement evaluation pattern in elementary schools multi-grade classes.
Conclusion: According to the results of this study, planning is necessary to the academic achievement evaluation pattern in elementary schools multi-grade classes
Afsaneh Peermoghan; Rezvan Hosseingholizadeh; Mohsen Noghani Dokht Bahmani
Abstract
Purpose: The purpose of this study was to study the ethnographic organizational culture of the two primary schools in Mashhad based on Schein's model.Methodology: This study was applied in terms of purpose and ethnography with a qualitative approach. The study sample consisted of 15 principals, deputies, ...
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Purpose: The purpose of this study was to study the ethnographic organizational culture of the two primary schools in Mashhad based on Schein's model.Methodology: This study was applied in terms of purpose and ethnography with a qualitative approach. The study sample consisted of 15 principals, deputies, teachers and students in two primary schools for girls and boys in the city of Mashhad in the academic year 2019-20 who were selected in a purposeful manner and according to the principle of saturation. Sample volume adequacy was determined based on theoretical saturation. In order to collect data, semi-participatory observation and semi-structured interviews were used and for data analysis, coding technique was used in three stages of open, axial and selective coding. The validity of the results was provided by the members of the research team based on the four criteria of Goba and Lincoln, with the assurance of the "authenticity" of the data, as well as the coding and review.Findings: The results showed the identification and extraction of 37 selective categories at three levels of behavioral patterns (18 selective codes), values and norms (12 selective codes), and fundamental assumptions and beliefs (7 selective codes) based on Schein's view. Out of 436 open codes, 227 open codes at the level of behavioral patterns, 121 open codes at the level of values and beliefs, and 88 open codes at the level of basic assumptions were identified. Out of a total of 88 central codes, 42 codes were extracted at the level of behavioral patterns, 29 codes at the level of values and norms, and 17 codes at the level of basic assumptions of organizational culture. Important features of organizational culture at the level of behavioral patterns can be poor social interaction between school members and inappropriate behavior of school staff with students and at the level of values and norms to cooperation, social empathy with parents and student motivation, and at the level of assumptions to cooperation. He mentioned the cooperation of parents and students in school affairs, students' discipline, school identity, monitoring and management of staff disciplinary behavior, and staff accountability.Conclusion: Given the dominance of bureaucratic, formal and controlling organizational culture characteristics in the studied schools and the dichotomy between bureaucracy and participation in the three levels of organizational culture, it is necessary to pay special attention to the soft and multi-layered category of school organizational culture. Especially in the field of teaching and learning, in the educational policy-making and decision-making process at the local and national levels by educational policy makers, especially school principals.
Narges Shariatmadari; Alaedin Etemad Ahari; Asghar Sharifi
Abstract
Purpose: The aim of this research was designing of justice-oriented leadership model in the management of primary schools of Tehran city with a structural equation modeling approach. Methodology: This study in terms of purpose was applied and In terms of implementation method was cross-sectional from ...
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Purpose: The aim of this research was designing of justice-oriented leadership model in the management of primary schools of Tehran city with a structural equation modeling approach. Methodology: This study in terms of purpose was applied and In terms of implementation method was cross-sectional from type of quantitative. The research population was the primary school managers of Tehran city in the 2019-20 academic years with number of 1419 people, which the sample size based on the Cochran's formula was calculated 302 people who were selected by step stratified sampling method with respect to the volume ratio of areas. To collect data were used from researcher-made questionnaire of justice-oriented leadership with 63-item, which the content validity was confirmed by experts opinion and the construct validity was confirmed by exploratory factor analysis and its reliability was confirmed by Cronbach's alpha and combined methods. Data were analyzed by exploratory factor analysis and structural equation modeling in SPSS and PLS software. Findings: The results of exploratory factor analysis showed that justice-oriented leadership has six dimensions of causal conditions (with two components of organizational factors and attitudinal factors), central phenomenon of justice-oriented leadership (with four components of behavioral patterns and moral characteristics, support through two-way communication, strengthening moral behavior and decision making), strategies and actions (with two components of achievement of reward through performance and achievement of goals through reward), intervening conditions (with three components of managers differences, staff differences and managers changes), underlying conditions (with two components of factors encouraging fair behavior and factors threatening fair behavior) and consequences (with three components of school-related outcomes, staff-related outcomes and managers-related outcomes). Also, the results of structural equation modeling showed that the justice-oriented leadership model had a good fit and the components of each dimensions on their respective dimensions and all dimensions on justice-oriented leadership had a significant effect (p < 0.05). Conclusion: According to the findings, planning is essential to use the justice-oriented leadership model to improve school management. As a result, officials and planners can use the justice-oriented leadership model to improve the performance of managers and hold in-service courses for them in the form of workshops.
