Presenting the educational policy model of skill enhancement in elementary schools (case study: elementary schools inTehran

Subject Areas : Education

zahra alsadat hosseini zavarei ¹ , Fatemeh Hamidifar ² , abbas khorshidi ³ , LOTFOLLAH ABBASI ⁴

1 - department of educational managment , faculty of educational sciences , central tehran branch, islamic azad university , tehran, iran
2 - Assistant Professor, Department of Educational Management and Higher Education , Central Tehran Branch , Islamic Azad University, Tehran, Iran
3 - professor, department of educational management , Eslamshahr , Eslamshahr branch , Islamic azad university , Eslamshahr , iran
4 - assistant professor , department of educational managment , central branch , Islamic azad university , tehran , iran

Received: 2023-07-02 Published : 2024-12-24

Keywords: Educational policy , skill enhancement , Primery schools,

Abstract :

Skill training is a set of training that leads to the creation of a skill treasury in the mind and behavioral system of the person under training and prepares her for action and deep impact in the life and work environment. Therefore, the purpose of this research is to identify the dimensions, components and indicators related to the educational policy of skill enhancement in primary schools in Tehran. research methodology: The research is of an applied type and was done with a mixed method (qualitative-quantitative). In the qualitative part, there are 14 experts in the field of educational policy making (managers and staff experts of the Ministry of Education and professors of educational management of the Islami Azad University of Tehran branches) using the purposeful and theoretical sampling method until reaching theoretical saturation, and in the quantitative part, there are 276 people. In the statistical population, 900 people were randomly selected using Cochran's formula. Data collection is based on a semi-structured questionnaire developed by the researcher Findings: The dimensions, components and indicators of the model were identified through coding in the systematic foundation data method in five dimensions: causal conditions with five components, intervening conditions with three components, contextual conditions with two components, strategies with nine components and consequences with three components. And the findings of confirmatory factor analysis with Amos software showed that all dimensions and components have a suitable and acceptable impact factor in the model. Conclusion: According to the results of the present research, it is suggested to the education policy makers to pay attention to all the elements of the policy model and consider the contribution of each one in the making