Primary School

Purpose: The aim of this study was to design an effective school model based on the model of learning organization in primary school in Tehran. Methodology: The research method was a combined research method (qualitative and quantitative) by grounded theory method and structural equation model by quantitative method. The research population was in the qualitative section of university professors specializing in primary education and in the quantitative section were experts in the field of education in Tehran in 2009-2010. Twelve people were selected as a sample in the qualitative section by purposeful method from university professors and 196 experts and specialists in education in Tehran were selected by multi-stage cluster sampling. The research tool was a semi-structured interview in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part of the effectiveness of the learning schools. The data were analyzed in the qualitative part by the grounded method of exploratory theory and in the quantitative part by the structural equation model test and factor analysis. Findings: The results showed that the model of confirmatory factor analysis of the first stage and the relevant factor were: empowerment of human resources (with a factor of 0.926), establishment of teaching and learning system (with a factor of 0.910), extracurricular activities (with a factor of 0.914), Competencies of managers (with a factor of 0.910), competencies of teachers (with a factor of 0.978), educational policies (with a factor of 0.934), technological facilities (with a factor of 0.905). Conclusion: Based on the research findings, it can be said that the priority factors of effective schools are: First priority: Empowerment of human resources, Second priority: Establishment of teaching and learning system, Third priority: Extracurricular activities, Fourth priority: Competencies of principals, Fifth priority: Teachers' competencies, Sixth priority: Educational policies, Seventh priority: Technological facilities.

Abstract The present study is a qualitative research with a phenomenological approach that has been conducted to identify the dimensions and components of professional development of primary school principals and to develop its framework. The statistical population of the study was the principals of public primary schools in Tehran in the academic year of 2019-2020. In two stages of sampling, samples were selected by quota and then purposive sampling methods. Semi-structured interviews were used to collect data. The interview continued until the data exploration and data collection process reached a theoretical saturation point after interviewing 14 people. Data were analyzed by open and axial coding steps. Two methods of verifying the interviewees and verifying an external expert were used to control the validity. Two methods of verifying the interviewees and verifying an external expert were used to control the validity. To determine the reliability, two methods of reviewing the writings and also the method of recoding were used. The agreement was calculated in the coding homogeneity and the agreement coefficient was 86%. Findings showed that the professional development framework for primary school principals has 3 dimensions, 14 components with 117 indicators  Which includes : the content dimension of professional development (with components of general management knowledge, specialized management knowledge, interactive skills, resource management skills, professional skills, personal inclinations, managerial attitude, physical and mental ability and intellectual ability), the dimension of professional development process (with the components of self-development actions and developer relations) and the dimension of organizational requirements (with the components of knowledge acquisition and acquisition of skills, modification of selection and appointment methods of managers, improvement of organizational structure and processes).

ارزیابی کیفیت آموزش و برنامه های آن بسیار مهم است. هدف این پژوهش، تحلیل ادراک ارزشیابی کیفی- توصیفی در مدارس ابتدایی از دیدگاه معلمان است. این پژوهش بادار کیفی با طرح پدیشناسی انجام شد. برای جمع آوری داده ها از مصاحبه کیفی نیمه ساختاریافته استفاده شد. با استفاده از نمونه گیری هدفمند، اشباع داده ها پس از 15 مصاحبه به دست آمد. دیدگاه های دانش آموز، ارزشیابی کیفی- توصیفی به شناسایی و طبقه بندی 16 شاخص شاخص شده است. «وضعیت آموزشی نامشخص دانش آموزان»، «سطح ناکافی سواد دانش آموزان»، «کاهش افزایش قابل توجه و قابل توجه»، «جه»، «زایش استرس معلمان»، «کم وقت»، اولویت ارزشیابی «کمیت»، «عدم آموزش و حمایت از معلمان»، «کمبود فضا و امکانات»، «کاهش انگیزه معلمان»، «مشکلات اجرا»، «کاهش جایگاه معلمان»، «عدم کفایت امکانات موجود و الزامات مورد نیاز، « تعداد زیاد دانش آموز»، «فقدان نتایج ارزشیابی» و «تمرکز بر فعالیت های رسمی». با توجه به این نتایج می توان مسائل را بیان کرد که توسط معلمان تجربه و درک شده است، عواملی که در ارزشیابی هستند و می توانند با مشکل مواجه شوند.

The role of culture in planning and implementing educational reforms and in impacting the quality of the education system has rarely been discussed. This study aims to identify the features of culture in governmental primary schools for girls in Iran aged 7‒12 years. Using an ethnographic approach, qualitative data were collected and analysed. The data were collected based on a triangulation strategy, through observation, in-depth interviews with teachers, and content analysis of the Document for Fundamental Transformation of the Education System. Thematic analysis was used to discover, analyse, and interpret the pattern of data meanings. The findings reveal that specific components represent the culture of these schools: a uniform education system, bureaucratic structure of schools, square-shape architecture of schools, national curriculum, arbitrary relationships between members of the school community, and the professional development of teachers based on the top-down command. The shared values of school members and behaviour norms are concerned with the exact execution of policies and plans issued in the form of circulars from the Ministry of Education, which shape the daily activities of school members; this has led to the emergence of a culture of obedience, wherein the members comply with the expectations, prescribed policies, and plans set by the Ministry of Education. Although studies acknowledge the importance of identifying cultural context, school culture has rarely been investigated in governmental primary schools for girls in Iran. This study highlights the role of education policymakers in maintaining and solidifying the existing culture in these schools.