نادر سلیمانی

Purpose: The link between school and community plays an important role in improving the school and adapting to the conditions and facilities of society. Therefore, the purpose of this research was to research on effective factors, strategies and consequences on the link between school and society in Iran. Methodology: In an applied research from type of qualitative, action to identified the effective factors, strategies and consequences on the link between school and society. The population of this study was professors and experts with scientific achievements in the field of sociology of education, policy makers and managers of education and school’s managers. The required sample size of the research was considered to be 18 people according to the principle of theoretical saturation, who were selected by purposive and snowball sampling methods. The data collection tool was a semi-structured interview, which its validity was checked and confirmed by triangulation method and its reliability was checked and confirmed by reliability, trustworthiness, verifiability and transferability methods. Data analysis was done by thematic analysis method in MAXQDA software version 2021. Findings: The findings showed that the effective factors on the link between school and society had 15 sub-categories in 7 sub-categories and 2 main categories including structural factors (with 4 sub-categories of policies and strategies of macro future development, upstream document requirements and macro perspectives and ruling intellectual, philosophical and educational orientation) and process factors (with 3 sub-categories of periodic monitoring of school performance by local stakeholders, alignment and adaptation of educational content with need of society and education in the field of environmental issues). Also, the findings showed that the effective strategies on the link between school and society had 9 sub-categories in 3 sub-categories and 1 main category including strategies of link school and society (with 3 sub-categories of appropriate governance of educational system, re-engineering and refining of educational system structure and policy making in the field attracting civil participation). In addition, the findings showed that the effective consequences on the link between school and society had 6 sub-categories in 2 sub-categories and 1 main category including consequences of link school and society (with 2 sub-categories of individual consequences and social consequences). Conclusion: The designed themes network for effective factors, strategies and consequences on the link between school and society in Iran can greatly help education specialists and planners in improving the educational system and harmony with the society.

Purpose: The continuous improvement of the performance of Sama schools through the effective dimensions and components let to create a competitive advantage for Sama schools. Therefore, the aim of this study was identifying the dimensions and components of continuous improvement of the performance of Sama primary schools. Methodology: This research in terms of purpose and implementation method was applied and qualitative from type of exploratory, respectively. The statistical population of the current study was all the faculty members of the educational management field, Sama staff managers, school principals, teachers and trainers, and students of Sama, which according to the principle of theoretical saturation number of 20 people of them were selected as a sample. The samples of the present study were subjected to a semi-structured interview, which its validity was confirmed by the triangulation method, and its reliability was obtained by the method of agreement coefficient between two coders 0.89, and the data obtained from the interview were analyzed by thematic analysis method in MAXQDA software. Findings: The findings showed that the continuous improvement of the performance of Sama primary schools had 65 concepts, 11 components and 4 dimensions. Its dimensions and components were included educational equipment and facilities (with two components of hardware infrastructure and educational and teaching aids), professional capabilities and skills (with two components of professional skills of teachers and trainers and professional skills of managers), program-oriented (with three components of teaching and learning process, research program and training program) and managerial competencies (with four components of financial resources management, strategic thinking, systematic evaluation and internal and external communication). In the end, the theme network pattern of continuous improvement of the performance of Sama primary schools was designed. Conclusion: According to the results of this study, in order to continuous improvement of the performance of Sama primary schools must use the identified dimensions and components for it and provide the ground for their implementation.

Applying grounded theory (GT) as a systematic methodology, this study was to present a model for the career path adaptability (CPA) of teachers. The statistical population consisted of the experts and teachers affiliated to the Department of Education (DoE) in Iran, in the 2018-19 academic year calendar, and the samples (n=17) were selected based on snowball sampling, as a purposeful method. For this purpose, semi-structured, in-depth interviews were used as the data collection tool, and the data were then analyzed via content analysis with coding. In this line, the central phenomenon, accompanied by the main categories and subcategories, was extracted. To code the given data, 198 codes were initially identified, and 41 subcategories were subsequently formed. To validate the interviews, triangulation, member checking, and peer review were further practiced. Besides, the test-retest and inter-rater reliability techniques were exploited for the reliability purposes. In accordance with the GT outcomes, CPA as the central phenomenon was realized with respect to causal conditions, viz., organizational, career-related, personal conditions, through the strategies of career advancement, learning and training, human resources (HR) attraction/selection/recruitment, and motivation, by taking account of effective underlying conditions, namely, HR development requirements, motivational conditions, organizational culture, and leadership style. However, this phenomenon, not protected from economic, political, organizational, and personal contexts, as the intervening factors, had induced a number of outcomes, e.g., a descending trend in leaving one’s job, increased job satisfaction, higher levels of organizational commitment, delegation of authority, and cost reduction for the DOE and teachers. Ultimately, the study results gave rise to designing a CPA model for teachers, containing a central phenomenon, along with causal conditions, underlying conditions, intervening factors, strategies, and outcomes.