Identify the Components of Research-Oriented School to Provide a Model for Public Education in Iran

Subject Areas :

Elham Chavoshi ¹ , Badri Shah Talebi ² , Reza Ebrahimzadeh Dastjerdi ³

1 - Faculty of Educational Sciences and Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan
2 - Associate Professor, Department of Educational Management, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan
3 - Associate Professor, Department of Educational Management, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran

Received: 2021-04-11 Accepted : 2021-05-26 Published : 2021-12-22

Keywords: Educational Management, Public Education, research-oriented school, mixed research method,

Abstract :

The present study sought to identify the components of a research-oriented school and provide a comprehensive model for public education. The research method was mixed, and the research strategy was exploratory-sequential. The research method of the qualitative part was contextual theory and the research method of the quantitative part was the survey method. The sample size in the qualitative section was 23 education experts and teachers with high work experience in Isfahan and in the quantitative section was 300 principals of the first and second secondary schools in the country. To analyze the data in the qualitative stage, the coding method was used and in the quantitative phase, the variance-based structural equation modeling approach was used. The results of the research in the qualitative part show that Causal factors (inefficiency of education-oriented structure, developmental attitude, legal necessity, and development of futuristic thinking), Context factors (change of learning policies, multifaceted context, and institutional support), and Intervening factors (micro and macro factors) affect research-oriented school Strategies (reviving the school mission and rearranging educational elements). These strategies have consequences at the individual and socio-organizational levels. The results of the quantitative section show that the school mission revitalization strategy can explain 58% of the changes in individual outcomes and 55% of the variance in organizational-social outcomes through its mediation. Through its mediation, the rearranging educational elements explain 71% of the variance in individual outcomes and 67% of the variance in organizational-social outcomes, which is a high amount of explanatory power.