identify the factors affecting the diagnosis of the educational guidance system in order to provide a strategic model

Subject Areas :

mohabbat menbari ¹ (PhD student in the field of educational sciences, curriculum planning, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
kambiz pooshaneh ² (Assistant Professor, Curriculum Planning Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
aliakbar khosravibabadi ³ (Associate Professor, Curriculum Planning Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran.)

Received: 2022-12-14 Accepted : 2023-02-25 Published : 2023-02-20

Keywords: Academic Guidance, Academic Counseling, strategic model,

Abstract :

The aim of the present research was to identify the factors affecting the diagnosis of the educational guidance system in order to provide a strategic model. The current research was descriptive-survey in terms of practical purpose and in terms of data collection method, and it carried out using both quantitative and qualitative methods. The statistical population in the qualitative part was 30 experts in the field of educational sciences and in the quantitative part 200 people were educational managers, consultants, experts and educational guidance executives in secondary schools of Bushehr city. Among these, 132 people were selected as the sample size using Cochran's formula and stratified random sampling method. Interview method and researcher-made questionnaire were used to collect information. The structural-interpretive modeling (ism) method was used to design the initial pathology model of the educational guidance system, and the partial least squares method was used to validate the model. In the qualitative part, Maxqda software and structural-interpretive analysis with MicMac and partial least squares with Smart PLS were used for theme analysis. According to the research results in the design of the model, the variables are prioritized as follows: academic guidance system (C3) at the first level, presentation of academic guidance plans (C2) and context and field of academic guidance (C9) at the second level, academic evaluation of students (C7) at the third level, the content of academic guidance planning books (C4) and education and awareness of academic advisors (C5) at the fourth level and the structure of the academic guidance system (C6) and cultural and social harms (C8) at the fifth level and finally the pathology variable Academic guidance system (C3) is at the sixth level.

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