The narrative analysis of the perceptions and lived experience of educational leaders of the implementation of Teacher-Oriented Educational Monitoring Patterns in Elementary Schools: Native Pattern Compilation and Validation

Subject Areas : Education

mohsen izan ¹ , mostafa ghaderi ² , Naser Shirbagi ³

1 - Ph.D. Student of Educational Administration, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
2 - University of Allameh Tabatabai
3 - University of Kurdistan

Received: 2019-02-24 Accepted : 2020-10-20 Published : 2020-09-22

Keywords: Elementary schools, the perceptions and lived experience of educational leaders, the teacher-centered supervision model, Narrative,

Abstract :

The purpose of this study was the narrative analysis of the perceptions and lived experience of educational leaders of the implementation of Teacher-Oriented Educational Monitoring Patterns in Elementary Schools and the preparation and validation of a native pattern. The research method was exploratory mixed. The Qualitative stage by the method of research narration and with a targeted approach (the method of desirable sampling), participants from educational leaders of West Azarbaijan province were selected to reach the theoretical saturation point and semi-structured interviews were conducted with them. Calculation of reliability and validity of the data was done using two methods of reviewing the participants and reviewing non-participating experts in the research. By analyzing the theme, were dicovered 6 organizing themes and 22 basic themes about the teacher-centered model of supervision. To validate the pattern, a quantitative section was conducted using descriptive survey method. Using Cochran sampling formula, 120 educational leaders from West Azarbaijan Province were selected. The tool used in the quantitative section was a researcher-made scale based on the qualitative section themes network. In the quantitative part, a confirmatory factor analysis was conducted to determine the validity of the pattern. The results of the quantitative part, using first and second order factor analysis, showed that the teacher-centric the teacher-centered supervision model of native has structural validity.

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