Characteristics of successful schools in the future from the experts’ point of view
الموضوعات : Curriculum ResearchBarat Salimi 1 , Yousef Namvar 2 , Azam Rastgoo 3 , Touran Soleymani 4
1 - Ph.D. candidate in educational management, department of education sciences, Islamic Azad University, Ardabil Branch, Ardabil, Iran.
2 - Associate professor, Department of education sciences, Islamic Azad University, Ardabil Branch, Ardabil, Iran.
3 - Assistant professor, Department of education sciences, Islamic Azad University, Ardabil Branch, Ardabil, Iran.
4 - Assistant professor, Department of education sciences, Islamic Azad University, Ardabil Branch, Ardabil, Iran.
الکلمات المفتاحية: Curriculum, Professional Competencies, Successful schools, educational leadership,
ملخص المقالة :
Purpose: Education plays a key role in the development of people’s knowledge, skills, attitudes, and values and makes it possible for them to have a better future. The purpose of this study was to determine the characteristics of successful schools in the future. Methodology: grounded theory methodology, which is a type of qualitative research method, was employed. First, 20 academic experts in the area of education were selected via the purposive sampling method so as to achieve theoretical saturation. Then a semi-structured interview was used to collect data. Data analysis was performed following the three-step systematic coding process (open coding, axial coding, and selective coding). Finally, the desirable characteristics of future schools from the experts’ viewpoints in terms of curriculum, technology, teachers, managers, and the existing limitations were identified and classified into six structural categories of the grounded theory (that is, causal conditions, intervenient conditions, phenomena, context, strategies of action or interaction, and consequences). Findings: The results of the data obtained from the experts demonstrated the necessity of having a continuous revision programme to revise the elements of the curriculum (objectives, contents, instructions, grouping, timing, etc.) in accordance with the requirements of new developments. Experts also believed that developing metacognitive skills, technological competencies, cooperative teaching skills, facilitative skills, etc. were important factors for the success of teachers. Conclusion: Moreover, that acquiring the competencies and capabilities needed for educational leadership by educational managers and keeping up with the changes and developments would provide a better and brighter future for the stakeholders of the education system.
