Sustainable development does not work without education and both without the institutionalization of research. The first condition is to pay attention to research in all parts of the school, which is achieved in the form of a researcher school. The present study was conducted with the aim of designing and validating the researcher school model using a combined method of multi-stage exploratory type. In the qualitative part of the study, the phenomenological strategy was performed and the quantitative part of the study was performed through factor analysis. Methods of obtaining data: included semi-structured individual interviews with educational scientists and qualitative analysis of texts. In order to assess the accuracy of the interview questions, the question form was reviewed by 10 experts and professors in the field of educational sciences. The continuity of the interview form has been examined by providing a summary of the identified topics and topics to three experts through qualitative study methods and applying their opinions. 30 professors of Farhangian University and PhD students of educational sciences, experts of relevant departments of the Ministry of Education, successful principals and teachers in the country were selected by purposive sampling method. In this study, the components of values, learning education activities, professional competencies, educational-executive structure, out-of-school interactions and equipment are of equal importance for scientific experts and professors.
